نقش ادراک از ادغام اثربخش فناوری آموزشی در فرایند تدریس در پذیرش فناوری در یادگیری: نقش واسطهای باورها و نگرش دانشجو نسبت به فناوری
محورهای موضوعی : آموزش و پرورش
1 - استادیار رشته سنجش و اندازه‌گیری، گروه علوم تربیتی و روان‌شناسی، واحد انار، دانشگاه آزاد اسلامی، انار، ایران
کلید واژه: مدل پذیرش فناوری, کاربرد فناوری آموزشی برای یادگیری, اثربخشی ادغام فناوری آموزشی در فرایند آموزش, باورها و نگرش نسبت به فناوری آموزشی,
چکیده مقاله :
مقدمه و هدف: پژوهش حاضر با هدف بررسی نقش واسطهای باورها و نگرش دانشجویان نسبت به کاربرد فناوریهای آموزشی در رابطه بین ادراک دانشجو از اثربخشی ادغام فناوری آموزشی در فرایند آموزشی اساتید با پذیرش و کاربرد فناوریهای آموزشی برای یادگیری توسط دانشجویان انجام گرفت. روش شناسی پژوهش: روش پژوهش، همبستگی بود. جامعه آماری کلیه دانشجویان دانشگاههای آزاد و پیام نور شهر شهربابک بودند که یک نمونه 201 نفری از دانشجویان به روش نمونهگیری خوشهای چند مرحلهای انتخاب و دادههای مورد نیاز با استفاده از پرسشنامه TAM و مقیاس ادراک اثربخشی ادغامICT در آموزش جمعآوری شد و دادهها با روش تحلیل مسیر تحلیل شد. یافته ها: یافته ها نشان داد مسیر زنجیرهای سهولت ادراک شده، سودمندی ادراک شده، نگرش و نیت رفتاری کاربرد فناوری آموزشی برای یادگیری نقش واسطهای مثبت در رابطه بین ادراک دانشجو از اثربخشی ادغام فناوری آموزشی در فرایند آموزش و کاربرد واقعی فناوری آموزشی برای یادگیری دارند. همچنین مسیر زنجیرهای سودمندی ادراک شده و نیت رفتاری کاربرد فناوری آموزشی برای یادگیری بیشترین نقش را در رابطه بین ادراک دانشجو از اثربخشی ادغام فناوری آموزشی در فرایند آموزش و بهکارگیری واقعی فناوری آموزشی برای یادگیری داشت. بحث و نتیجه گیری: یافتهها نشان داد سودمندی ادراک شده کاربرد فناوری آموزشی برای یادگیری نسبت به سهولت ادراک شده، نگرش نسبت به کاربرد و نیت رفتاری کاربرد فناوری آموزشی بهتر میتوانند اثر ادراک دانشجو از اثربخشی ادغام فناوری آموزشی در فرایند آموزش را بر کاربرد واقعی فناوری آموزشی برای یادگیری تبیین کند.
Introduction: This study aimed to investigate the mediating role of student's beliefs and attitudes toward the use of educational technologies in the relationship between student's perceptions of the effectiveness of integrating educational technology in the teaching process by professors with the acceptance and application of educational technologies for learning by students. research methodology: the research method was a correlation. The statistical population was all students of Islamic Azad and Payame Noor universities in Shahr-e Babak city which a sample of 201 students was selected by multi-stage cluster sampling method and the required data were used using TAM questionnaire and The perception scale of the effectiveness of ICT integration in teaching was collected, and the data were analyzed by path analysis. Findings: The findings showed that the serial path of perceived ease use and perceived usefulness, attitude toward the use and behavioral intention use of educational technology for learning have a positive mediating role in the relationship between students' perception of the effectiveness of educational technology integration in the teaching process and the use of educational technology for learning, and Also, the serial path of perceived usefulness use of educational technology for learning and behavioral intention use of educational technology for learning has the greatest role in the relationship between students' perception of the effectiveness of integrating educational technology in the teaching process and actual usage of educational technology for learning. Conclusion According to the results of the perceived usefulness use of technology for learning relative to perceived ease use of technology for learning, attitude toward the use of technology for learning and behavioral intention use of technology for learning can better explanate the effect of students' perception of the effectiveness of educational technology integration in teaching on the use of educational technology for learning.
Akinbobola, O. I., & Adeleke, A. A. (2016). External variables as antecedents of users perception in virtual library usage. Interdisciplinary Journal of Information, Knowledge, and Management, 11: 73-87.
Bagozzi, R P. (2007). The Legacy of the Technology Acceptance Model and a Proposal for a Paradigm Shift. Journal of the association for information systems. Journal of the association for information system, 8(4): 244-254.
Benbasat, I., & Barki, H. (2007) Quo vadis, TAM?, Journal of the association for information systems. Journal of the association for information system, 8(4): 211-218.
Bhasin, B. (2012). Integration of information and communication technologies in enhancing teaching and learning. Contemporary educational technology, 3(2): 130-140.
Chang,P. V. C. (2004). The validity of an extended technology acceptance model(Tam) for predicting intranet/portal usage. A dissertation submitted in partial fulfillment of the requirements for the degree of master of science in Information Science at the University Of North Carolina, Chapel, Hill.
Dearing, J. W., and Cox, J. G. (2018). Diffusion Of Innovations Theory, Principles, And Practice. Health Affairs, 37(2):183–190.
Eksali, F., A., A. & Afari, E. (2020). Factors affecting trainee teachers’ intention to use technology: A structural equation modeling approach, Education and Information Technologies , ( 25), 2681–2697.
Gardner, C. & Amoroso, D. L. (2004). ‘Development of an Instrument to Measure the Acceptance of Internet Technology by Consumers’, Proceeding of the 37th Hawaii International Conference of System Science, IEEE, 1-10.
Giang, N. V. (2016). Towards an effective integration of ICT in an EFL setting in a vietnamese higher education context. Available from https://digital.library.adelaide.edu.au/dspace/bitstream/2440/103499/2/02whole.pdf [Access 13th Out 2019]
Ghavifekr, S., Kunjappan, T., Ramasamy, L., & Anthony, A. (2016). Teaching and learning with ICT tools: issues and challenges from teachers’ perceptions. Malaysian Online Journal of Educational Technology, 4 (2): 38-57.
Ghavifekr, S. & Rosdy, W.A.W. (2015). Teaching and learning with technology:
Effectiveness of ICT integration in schools. International Journal of Research in Education and Science (IJRES), 1(2): 175-191.
Hernandez, B., Jimenez, J. & Martín, M. J. (2008). Extending the technology acceptance model to include the It decision-maker: A study of business management software. Technovation, 28: 112-121.
Holden, R. j., & Karsh, B. (2010). The technology acceptance model: its past and its future in health care, J Biomed Inform. 43(1): 159-189.
Huang, S. M., Wei, C. W., Yu, P. T.& Kuo, T. Y. (2006). An empirical investigation on learners’ acceptance of e-learning for public unemployment vocational training. International Journal of Innovation and Learning, 3(2): 174-185.
Ifinedo, P. )2006(. Acceptance and continuance intention of web-based learning technologies (WLT) use among university students in a baltic country. The Electronic Journal Of Information Systems In Developing Countries, 23 (6): 1-20.
Karami, M. (2006). Factor influencing the adoption of online ticketing, A dissertation submitted in partial fulfillment of the requirements for the degree of master of science in the department of business administration and social science, at the Lulea University of technology, Available from file:///E:/desertation%20file%20of%20student/ghadiri%20beheshteh/New%20folder/FULLTEXT01.pdf [Access 13th Out 2019]
Kim, D. J., Ferrin, D. L. & Rao, H. R. (2008). A trust-based consumer decision-making model in electronic commerce: the role of trust, perceived risk, and their antecedents. decision support systems, 44: 544-564.
Klopping, I, M.& McKinney, E. (2004). Extending the Technology Acceptance Model and the Task -Technology Fit Model to Consumer E E-Commerce, Information Technology, Learning, and Performance Journal, 22(1): 35-48.
Kwok, D., & Yang, S.(2017). Evaluating the intention to use ICT collaborative tools in a social constructivist environment, International Journal of Educational Technology in Higher Education, 14:32, p 2-14.
Kripanont, N. (2007). Using a technology acceptance model to investigate academic acceptance of internet. Journal of business system, Govarnance and Ethics, 1 (2): 13-28.
Lee, Y.-H., Hsieh, Y.-C., & Hsu, C.-N. (2011). Adding Innovation Diffusion Theory to the Technology Acceptance Model: Supporting Employees' Intentions to use E-Learning Systems. Educational Technology & Society,2011: 14 (4), 124–137.
Luhamya, A., Bakkabulindi, E. F. K., & Muyinda, P. B. (2017). Integration of ICT in Teaching and Learning: A Review of Theories. Makerere Journal of Higher Education, 9 (1): 21 – 36.
Mirzajani, H., Mahmud, R., Ayub, A. F. M., & Wong , S. L. (2016). Teachers’ acceptance of ICT and its integration in the classroom. Quality Assurance in Education,24 (1): 26-40.
McGill, T., & Bax, S,(2007). From beliefs to success: utilizing an Expanded tAm to Predict Web Page development success, International Journal of Technology and Human Interaction, 3(3): 36 – 53.
Moya, M., Musumba, I., & Akodo, R. (2011). Management attitude, support and integration of information communication technologies in higher education in Uganda. Journal of Modern Accounting and Auditing, Available from http://ahero.uwc.ac.za/index.php?module=cshe&action=downloadfile&fileid=18409092513601919673425[Access 13th Out 2019]
Mwila, P. (2018). Assessing the attitudes of secondary school teachers towards the
integration of ICT in the teaching process in Kilimanjaro, Tanzania. nternational Journal of Education and Development using Information and Communication Technology(IJEDICT),14( 3): 223-238.
Olushola, T., & Abiola, J. O. (2017). The Efficacy of Technology Acceptance Model: A review of applicable theoretical models in information technology researches. Quest Journals Journal of Research in Business and Management, 4(11): 70-83.
Ramorola, M. Z. (2013). Challenge of effective technology integration into teaching and learning, Africa Education Review, 10(4): 654 – 670.
Ravi, V., Carr, M., & Sagar, N. V. (2006). Profiling of internet banking users in india using intelligent techniques, Journal of Services Research, 6(2): 61-73.Richard, S. K., Anyona , J. & Piliyesi, E. (2019). Teachers’ readiness in the use of ICT in improving teaching and learning in the democratic republic of congo: A case study of marist secondary schools. International Journal of Educational Theory and Practice, 1(4): 1-15.
Ryan, T., & Bagley, G. (2015). Nurturing the integration of technology in education. Journal of Theory and Practice in Education, 11(1): 33-50.
Taherdoost, H. (2018). A review of technology acceptance and adoption models and theories. Procedia Manufacturing, 22: 960-967.
Teeroovengadum, V., Heeraman, N., & Jugurnath, B. (2017). Examining the antecedents of ICT adoption in education using an Extended Technology Acceptance Model (TAM). nternational Journal of Education and Development using Information and Communication Technology (IJEDICT), 13 (3): 4-23.
Teo, T. (2019). Students and Teachers’ Intention to Use Technology: Assessing Their Measurement Equivalence and Structural Invariance. Journal of Educational Computing Research, 57(1), 201–225.
Teo, T., & Milutinovic, V. (2015). Modelling the intention to use technology for teaching mathematics among pre-service teachers in Serbia. Australasian Journal of Educational Technology, 31(4): 363-380.
_||_