آموزش از راه دور: رضایت‌مندی، فرهنگ استفاده از فن‌آوری اطلاعات و ارتباطات و خودآموزی دانش‌آموزان
محورهای موضوعی :
فن‎آوری اطلاعات
عبدالحمید رضوی
1
(استادیار پژوهشگاه مطالعات آموزش و پرورش تهران)
تاریخ دریافت : 1392/07/27
تاریخ پذیرش : 1393/07/04
تاریخ انتشار : 1392/11/12
کلید واژه:
آموزش از راه دور,
رضایت‌مندی,
خودآموزی,
فرهنگ استفاده از فن‌آوری اطلاعات و ارتباطات,
چکیده مقاله :
هدف این مقاله، تعیین میزان موفقیت مدارس آموزش از راه دور در گسترش فرهنگ استفاده از فن‌آوری اطلاعات و ارتباطات و بررسی تأثیر آموزش از راه دور در خودآموزی دانش‌آموزان و شناسایی میزان رضایت‌مندی دانش‌آموزان دوره‌های راهنمایی و متوسطه از این گونه آموزش‌ها می‌باشد. مطالعه از نوع ارزش‌یابی است. جامعه آماری، کلیه مدارس آموزش از راه دور کشور بود. داده‌ها با تکمیل 875 پرسش‌نامه در 42 مدرسه آموزش از راه دور 6 استان جمع‌آوری شد. برای اندازه‌گیری متغیرها، از پرسش‌نامه‌های محقق ساخته برای نگرش دانش‌آموزان نسبت به رضایت از تحصیل در مدارس آموزش از راه دور (26 سؤالی) و برای اندازه‌گیری نگرش آنان نسبت به خودآموزی (9 سؤالی) و برای اندازه‌گیری نگرش دبیران و کارکنان نسبت به موفقیت مدارس در ترویج فرهنگ استفاده از فن‌آوری اطلاعات و ارتباطات (21 سؤالی) استفاده شد. ضریب آلفای کرانباخ پرسش‌نامه‌ها بین 63/0 تا 96/0 محاسبه شد. روایی صوری پرسش‌نامه‌ها با استفاده از داوری دو نفر از استادان با سابقه در زمینه آموزش از راه دور مطلوب ارزیابی شد. نتایج نشان داد آموزش از راه دور در استان‌های محروم موفق‌تر بوده و رضایت تحصیلی دو گروه دانش‌آموز متوسطه و راهنمایی مناسب بوده، اما دانش‌آموزان متوسطه بیشتر رضایت داشته‌اند؛ در زمینه توسعه فرهنگ استفاده از فن‌آوری‌های آموزشی، مدارس کم‌تر از میزان مورد قبول موفق بوده‌اند؛ عدم موفقیت با توجه به میزان برخورداری مناطق متفاوت بوده است و تحصیل در مدارس آموزش از راه دور بر خودآموزی دانش‌آموزان تأثیر مثبت داشته است.
چکیده انگلیسی:
The purpose of this article was to measure guidance and high-school students' satisfaction and success of distance- education schools in developing the culture of using ICT tools and the effectiveness of distance education in students' self-learning. This was an evaluation study. The statistical population was all distance-education schools in Iran at 2012. A total of 42 schools were assessed in 6 provinces and 875 questionnaires were completed. Three questionnaires at Likert Scale were used. One scale consisted of 26 items to measure students' attitudes towards distance education, another scale consisted of 9 items to measure students' attitudes towards self–instructional learning and, finally, another consisted of 21 items measuring employees' attitudes towards school success in promoting the culture of information and communication technology. Cronbach coefficient for the tools was 0.63 to 0.96. The face validity of questionnaires was desirable according to two of the most experienced professors in distance-learning. Results showed that distance education had been more successful in deprived provinces. Educational satisfaction was favorable in both groups of students but the high school students' satisfaction was higher than guidance students'. Promotion of the use of educational technology was less than acceptable rate. The degree of failure was different in different areas due to their amount of access to facilities. Studying at distance- learning schools had a positive effect on students' self-learning.
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