عوامل تأثیرگذار بر موفقیت سامانه‌های یادگیری الکترونیکی در دوران پساکرونا (مورد مطالعه: دانشگاه‌های مستقر در تهران)
محورهای موضوعی : آموزش مجازی
لیلا قرائیان
1
(دانشجوی دکترا- علوم تربیتی - مدیریت آموزشی- واحد رودهن)
عباس قلتاش
2
(دانشیار گروه علوم تربیتی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.)
کلید واژه: موفقیت, یادگیری الکترونیکی, پساکرونا, سامانه‌های الکترونیکی,
چکیده مقاله :
اهمیت انکارناپذیر یادگیری الکترونیکی در آموزش منجر به رشد گسترده تعداد دوره‌های آموزش الکترونیکی و سیستم‌های ارائه انواع مختلف خدمات در زمان کووید 19 می‌شود. این پژوهش از لحاظ هدف کاربردی و از نظر روش توصیفی- همبستگی است. جامعه آماری شامل مدیران مراکز رشد و فناوری اطلاعات و ارتباطات، در دانشگاه‌های تهران بودند، که تعداد آنها 192 نفر گزارش شد. نمونه بر اساس فرمول کوکران 128 نفر محاسبه و به روش نمونه‌گیری تصادفی در دسترس انتخاب شدند. جهت گردآوری داده‌های پژوهش از پرسشنامه تحقیق آل-فریحات و همکاران(2020) استفاده گردید. روایی به روش محتوایی با استفاده از روایی درونی و ماتریس همبستگی(روایی واگرا) و بارها عاملی مورد تایید قرار گرفته است. پایایی با استفاده از ضریب آلفای کرونباخ و پایایی ترکیبی مورد تایید قرار گرفت.جهت تحلیل داده‌های بدست آمده، از روش همبستگی به شیوه معادلات ساختاری با نرم افزار اسمارت پی ال اس(SmartPLS) استفاده شده است. براساس یافته‌های پژوهش کیفیت سیستم فنی (r=0.533)، کیفیت سیستم اطلاعات (r=0.472)، کیفیت خدمات (r=0.523)، کیفیت سیستم تحصیلی(r=0.613)، کیفیت سیستم پشتیبانی(r=0.851)، کیفیت یادگیرنده (r=0.763) و کیفیت استاد (r=0.508) از عوامل اثرگذار بر موفقیت سامانه‌های یادگیری الکترونیکی بودند. طبق نتیجه به دست آمده کیفیت سیستم پشتیبانی مهمترین عامل تأثیرگذار بر موفقیت سامانه‌های یادگیری الکترونیکی شناخته شد.
The undeniable importance of e-learning in education leads to the widespread growth of the number of e-learning courses and systems providing different types of services in the time of Covid 19. This research is applied in terms of purpose and descriptive-correlational in terms of method. The statistical population included the managers of information and communication technology growth centers in Tehran universities, whose number was reported to be 192 people. The sample was calculated based on Cochran''s formula 128 people and selected by available random sampling method. Al-Farihat et al.''s (2020) research questionnaire was used to collect research data. Content validity has been validated using internal validity and correlation matrix (divergent validity) and factor factor. Reliability was confirmed using Cronbach''s alpha coefficient and combined reliability. To analyze the obtained data, the correlation method using structural equation method with SmartPLS software was used. Based on the research findings, technical system quality (r = 0.533), information system quality (r = 0.472), service quality (r = 0.523), education system quality (r = 0.613), support system quality (r = 0.851), learner quality ( r = 0.763) and teacher quality (r = 0.508) were the factors affecting the success of e-learning systems. According to the results,
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