رابطه بین ابعاد و شاخص‌های آموزش ترکیبی و کیفیتبخشی به یادگیری در دانشگاه پیام نور
محورهای موضوعی : مدیریت آموزشی
1 - استادیار گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران
کلید واژه:
چکیده مقاله :
هدف اصلی تحقیق حاضر، بررسی رابطه بین ابعاد و شاخص‌های آموزش ترکیبی و کیفیت بخشی به یادگیری در دانشگاه پیام نور است. این پژوهش، به صورت توصیفی- پیمایشی انجام شده است. جامعه آماری شامل 4000 نفر از اعضای هیأت علمی دانشگاه پیام نور بود. از میان آنها، 343 نفر با استفاده از روش نمونه‌گیری تصادفی طبقه‌ای و بر اساس جدول کرجسی و مورگان، به عنوان نمونه انتخاب شدند. شیوه جمع‌آوری اطلاعات، دو پرسش‌نامه محقق ساخته بود که یکی پرسش‌نامه آموزش ترکیبی و دیگری پرسش‌نامه کیفیتبخشی به یادگیری بود. برای شناسایی مؤلفه‌های آموزش ترکیبی و کیفیت بخشی به یادگیری از دیدگاه استادان خبره استفاده شد که به‌ترتیب برای آموزش ترکیبی، چهار بعد پداگوژیکی، روش‌شناسی، فن‌آوری و سبک یادگیری با 32 سؤال و ضریب آلفای کرونباخ 0/80 و برای بعد کیفیت بخشی به یادگیری، هفت مؤلفه با 48 سؤال و ضریب آلفای کرونباخ 0/83 به دست آمد. برای تحلیل داده‌ها از ضریب همبستگی و رگرسیون به کمک نرم‌افزار PLS استفاده شد. نتیجه اولیه تحقیق، نشان داد که وضعیت ابعاد و شاخص‌های آموزش ترکیبی و کیفیت بخشی به یادگیری در دانشگاه پیام نور مناسب است. نتایج نهایی تحقیق نیز نشان داد، آموزش ترکیبی به همراه سه بعد پداگوژیکی؛ فن‌آوری و سبک یادگیری بر یادگیری تأثیر دارد. اما، بعد روش‌شناسی بر یادگیری تأثیر ندارد. هم‌چنین، یافته‌ها نشان از تأثیر آموزش ترکیبی بر یادگیری و مناسب بودن برازش مدل نهایی تحقیق دارد.
The purpose of the present research was to examine the relationship between the dimensions and indicators of blended learning andimproving learning quality in Payame Noor University. This research was carried out as a descriptive survey. The statistical population consisted of 4000 faculty members of Payame Noor University. Among them and based on Krejcie and Morgan Table 343 people were selected as sample using random sampling method. Data were collected using two questionnaires: blended learning questionnaire and learning quality questionnaire. Expert opinion was used to identify the components of these variables. Consequently, four dimensions were identified for blended learning- i.e. pedagogy, psychology, technology, and learning style-with 32 items and a Cronbach's alpha of 0.80. Learning quality was measured using seven components and 48 items (a Cronbach's alpha of 0.83). To analyze the data, correlation coefficient and regression analysis were used in PLS software. Preliminary results showed that blended learning and learning quality in Payame Noor University are at acceptable levels. Final results indicated that blended learning and three of its components (i.e. pedagogy, technology and learning style) had a significant effect on learning quality. However, the Psychology dimension had no significant effect on the quality of learning. In addition, the results showed that the model fits the data well.
Ajam, A., Jafariyesani, B., & Ahanchian, M. (2013). The role of motivation and computer skills of students in their views about blended learning approach. New Approaches in Educational Administration Quarterly, 4(3), 63-82. (in Persian).
Ardid, M., Gómez-Tejedor, J. A., Meseguer-Dueñas, J. A., Riera, J., & Ana Vidaurre, A. (2015). Online exams for blended assessment: Study of different application methodologies. Computers & Education, 8(1), 296-303.
Behnke, C. (2012). Blended learning in the culinary arts. In F. S. Glazer (Ed.), Blended learning: Across the disciplines, across the academy (13-30). Sterling, VA: Stylus Publishing, LLC.
Driscoll, M. (2002). Blended learning: Lets' get beyond the hype. IBM Global Services. Retrieved October 21, 2012, from http://www-07.ibm.com/services/pdf/blended_learning.pdf
Drysdale, J., Graham, C., Spring, K., & Halverson, L. (2013). An analysis of research trends in dissertations and theses studying blended learning. Internet and Higher Education, 17, 90-100.
Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses, revised and updated. San Francisco, CA: Jossey-Bass.
Garrisson, D. R., & Kanuka, H. (2004). Blended learning: UN covering its transformative potential in higher education. Internet and Higher Education, 7, 95-105.
Garrisson. R., & Vaughan, N. (2008). Blended learning in higher Education: Framework, principles and guide line. San Francisco Jossey-Bass.
Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk and C. R. Graham (Eds), Handbook of Blended Learning: Global perspectives, local designs. San Francisco, CA: Pfeiffer Publishing.
Izadi, A. (2013). Blended learning system as a new approach in education, science and technology. Journal of Discourses, 1(5), 191-214. (in Persian).
Javadi, H., & Baghchesara, E. (2016). Blended learning, learning through traditional and electronic. Tehran International Conference on Management, Economics, Accounting and Human Sciences in the Third Millennium Engineering. (in Persian).
Kazu, I. Y., & Demirkol, M. (2014). Effect of blended learning environment model on high school student academic achievement. The Turkish Online Journal of Educational Techonology, 13(1), 78-87.
Kezar, A. (2013). How colleges change: Understanding, leading, and enacting change. New York, NY: Routledge.
Kim, V. (2015). Blended learning as transformational institutional learning: New directions for higher education. Northern Arizona University Press.
Najafi, H. (2017). Introduction to the basics of electronic contents. Isfahan: Jahad University Press. (in Persian).
Picciano, A. G. (2006). Blended learning: Implications for growth and access. Asynchronous Learning Networks, 10(3), 95-102.
Procter, C. (2003). Blended learning in practice. Salford; Conference Proceeding of Education in Changing Environment.
Rovai, A. P., & Jordan, H. M. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. International Review of Research in Open and Distance Learning, 5(2), 32-40.
Said, H. (2008). Towards a blended learning model for teaching and learning computer programming: A case study. Informatics in Education, 7(2), 181-210.
Salehi, E., & Salari, Z. (2012). Blended learning; A novel approach to the development of education and teaching process. Learning Educational Strategies Journal, 5(1) 69-75. (in Persian).
Seyed Abaszadeh, M., Amani, J., Khezri, H., & Pashoy, G. M. (2011). Introduction of the PLS structural equation modeling method and its application in the Behavioral Sciences. Urmia University Publication. (in Persian).
Shahviran, A., Zavar, T., Ghasemzadeh, A., & Hazratian, F. (2016). The feasibility of implementing education system based on the requirements of ISO 10015 in combination Health Network. Medical Sciences, 7(16), 63-71. (in Persian).
Stacey, E., & Gerbic, P. (2009). Effective blended learning practices: Evidence based perspectives in ICT-facilitated education. Hershey, PA: IGI Global.
Wu, J., & Liu, W. (2013). An empirical investigation of the critical factors affecting Student’s satisfaction in blended learning. Computers & Education, 4(1), 23-37.
_||_Ajam, A., Jafariyesani, B., & Ahanchian, M. (2013). The role of motivation and computer skills of students in their views about blended learning approach. New Approaches in Educational Administration Quarterly, 4(3), 63-82. (in Persian).
Ardid, M., Gómez-Tejedor, J. A., Meseguer-Dueñas, J. A., Riera, J., & Ana Vidaurre, A. (2015). Online exams for blended assessment: Study of different application methodologies. Computers & Education, 8(1), 296-303.
Behnke, C. (2012). Blended learning in the culinary arts. In F. S. Glazer (Ed.), Blended learning: Across the disciplines, across the academy (13-30). Sterling, VA: Stylus Publishing, LLC.
Driscoll, M. (2002). Blended learning: Lets' get beyond the hype. IBM Global Services. Retrieved October 21, 2012, from http://www-07.ibm.com/services/pdf/blended_learning.pdf
Drysdale, J., Graham, C., Spring, K., & Halverson, L. (2013). An analysis of research trends in dissertations and theses studying blended learning. Internet and Higher Education, 17, 90-100.
Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses, revised and updated. San Francisco, CA: Jossey-Bass.
Garrisson, D. R., & Kanuka, H. (2004). Blended learning: UN covering its transformative potential in higher education. Internet and Higher Education, 7, 95-105.
Garrisson. R., & Vaughan, N. (2008). Blended learning in higher Education: Framework, principles and guide line. San Francisco Jossey-Bass.
Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk and C. R. Graham (Eds), Handbook of Blended Learning: Global perspectives, local designs. San Francisco, CA: Pfeiffer Publishing.
Izadi, A. (2013). Blended learning system as a new approach in education, science and technology. Journal of Discourses, 1(5), 191-214. (in Persian).
Javadi, H., & Baghchesara, E. (2016). Blended learning, learning through traditional and electronic. Tehran International Conference on Management, Economics, Accounting and Human Sciences in the Third Millennium Engineering. (in Persian).
Kazu, I. Y., & Demirkol, M. (2014). Effect of blended learning environment model on high school student academic achievement. The Turkish Online Journal of Educational Techonology, 13(1), 78-87.
Kezar, A. (2013). How colleges change: Understanding, leading, and enacting change. New York, NY: Routledge.
Kim, V. (2015). Blended learning as transformational institutional learning: New directions for higher education. Northern Arizona University Press.
Najafi, H. (2017). Introduction to the basics of electronic contents. Isfahan: Jahad University Press. (in Persian).
Picciano, A. G. (2006). Blended learning: Implications for growth and access. Asynchronous Learning Networks, 10(3), 95-102.
Procter, C. (2003). Blended learning in practice. Salford; Conference Proceeding of Education in Changing Environment.
Rovai, A. P., & Jordan, H. M. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. International Review of Research in Open and Distance Learning, 5(2), 32-40.
Said, H. (2008). Towards a blended learning model for teaching and learning computer programming: A case study. Informatics in Education, 7(2), 181-210.
Salehi, E., & Salari, Z. (2012). Blended learning; A novel approach to the development of education and teaching process. Learning Educational Strategies Journal, 5(1) 69-75. (in Persian).
Seyed Abaszadeh, M., Amani, J., Khezri, H., & Pashoy, G. M. (2011). Introduction of the PLS structural equation modeling method and its application in the Behavioral Sciences. Urmia University Publication. (in Persian).
Shahviran, A., Zavar, T., Ghasemzadeh, A., & Hazratian, F. (2016). The feasibility of implementing education system based on the requirements of ISO 10015 in combination Health Network. Medical Sciences, 7(16), 63-71. (in Persian).
Stacey, E., & Gerbic, P. (2009). Effective blended learning practices: Evidence based perspectives in ICT-facilitated education. Hershey, PA: IGI Global.
Wu, J., & Liu, W. (2013). An empirical investigation of the critical factors affecting Student’s satisfaction in blended learning. Computers & Education, 4(1), 23-37.
