Conceptual Model of Managing Students' Learning Culture: Meta-synthesis Approach

Abstract

This study aimed to identify the components of managing student learning culture with an emphasis on the elementary course and to provide a conceptual model using Meta-synthesis and Fuzzy Delphi method. In the first stage, the components of managing student learning culture were identified by the metasynthesis method. The research community in this section included all valid qualitative researches related to managing learning culture, of which 10 of them were selected for final analysis based on regular searches in databases and based on the Critical Appraisal Skills Program. Data was coded at three levels: open, axial, and selective. The reliability of the coding was calculated using the Cohen Kappa formula of 0.81. According to the data analysis, the conceptual model of managing student learning culture was classified into 8 components of organizational policies, educational beliefs, academic skills, professional skills, learning supervision and control, social interactions, learning environment, and cultural barriers. In the next step, the conceptual model of managing students' learning culture was validated by the Fuzzy Delphi method. At this stage, the components and items of the conceptual model were set in the form of a 5-point Likert scale questionnaire and then provided to Delphi panel members to receive expert opinions. The research community in this section included professors and faculty members specialized in the field of learning culture, its management, and culture in education. Using the snowball sampling method, 13 people were selected as members of the Delphi panel. The results of fuzzy calculations showed that the de-fuzzy value for all questions is greater than the threshold (r = 3). As a result, the conceptual model of student learning culture management was approved. DP members agreed on the fact, that in general, the most crucial components for SLC management were learning environment and social interactions. These two components have the highest degree of importance and the components of organizational policies and learning supervision and control have the lowest degree of importance of all components. However, due to the complexity and multidimensionality of learning culture, it is necessary to pay attention to all components to manage SLC effectively.