تأثیر یادگیری الکترونیکی بر مهارت‌های ارتباطی دانشجویان
الموضوعات :نرگس ساعدی 1 , اسماعیل سعدی پور 2
1 - دانش آموخته کارشناسی ارشد تکنولوژی آموزشی، دانشگاه علامه طباطبائی، تهران، ایران
2 - دانشیار گروه روانشناسی تربیتی، دانشگاه علامه طباطبائی، تهران، ایران
الکلمات المفتاحية: یادگیری الکترونیکی, دانشجویان, سازگاری اجتماعی, ابراز وجود,
ملخص المقالة :
به کمک سیستم مدیریت یادگیری، می‌توان به ارایه انواع محتوای تحت وب پرداخت که در سال‌های اخیر استقبال زیادی از آن شده است. این مطالعه، با هدف تعیین تأثیر یادگیری الکترونیکی با روش مودل، بر مهارت‌های ارتباطی با دو متغیر ابراز وجود و سازگاری اجتماعی دانشجویان است. روش پژوهش، از نوع شبه‌آزمایشی به همراه گروه کنترل و گواه بوده است. جامعه مورد نظر دانشجویان دانشگاه علامه طباطبایی در سال تحصیلی 96-1395 بودند. از پرسش‌نامه سازگاری اجتماعی بل (با پایایی 0/89) و پرسش‌نامه ابراز وجود گمبل و ریجی (با پایایی 0/88) به عنوان ابزار پژوهش استفاده شد. 170 پرسش‌نامه بین دانشجویان دانشکده روانشناسی توزیع شد و سپس، با توجه به داده های به دست آمده 50 نفر از کسانی که دارای پایین ترین میزان سازگاری اجتماعی و ابراز وجود بودند، انتخاب شدند. کل افراد انتخاب شده، به صورت تصادفی ساده، در دو گروه آزمایش و کنترل قرارگرفتند. گروه آزمایش هشت جلسه شصت دقیقه‌ای به کمک یادگیری الکترونیکی، آموزش مربوط به مهارت های ابراز وجود و سازگاری اجتماعی را دریافت کردند و گروه کنترل به شیوه مرسوم آموزش دیدند. داده های دو گروه به روش کوواریانس تحلیل شدند. نتایج حاکی از اختلاف معنی دار بین گروه کنترل و آزمایش بود و این اختلاف به نفع گروه آزمایش بود. بر اساس این پژوهش می‌توان نتیجه گیری کرد که یادگیری الکترونیکی موجب ارتقای مهارت های ارتباطی می شود.
Alshammari, S. H., Ali, M. B., & Rosli, M. S. (2016). The infuences of technical support, self efficacy and instructional design on the usage and acceptance of LMS: A comprehensive reveiw. The Turkish Online Journal of Educational Technology, 15(2), 116-125.
Cleveland-Innes, M., & Campbell, P. (2012). Emotional presence, learning, and the online learning environment. The International Review of Research in Open and Distributed Learning, 13(4), 269-292.
Durlak, J. A., Weissberg, R. P., Dymnick, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students social and emotional leraning: A meta-analysis of school-based universal interventions. Child Development, 82(12), 405-432.
Edmunds, B., & Hartnett, M. (2014). Using a learning management systen to personalise learning for primary school students. Open, Flexible, and Distance Learning, 18(1), 11-29.
Eisler, R. M., Hersen, M., & Miller, P. M. (1973). Effects of modeling on components of assertive behavior. Behavior Therapy and Experimental Psychiatry, 4(1), 1-6.
Garrido, A., Morales, L., & Serina, I. (2016). On the use of case-based planning for
e-learning personalization. Expert Systems with Applications, 60, 1-15.
Gerdes, H., & Mallinckrodt, B. (1994). Emotional, social, and academic adjustment of college students: A longitudinal study of retention. Counseling and Development, 72(3), 281-288.
Ghasemi Sameni, M., & Zarei Zavaraki, E. (2014). Podcast impact on cooperative learning of Allameh Tabatabai University students. ICT in Educational Knowledge, 6(2), 5-18.
Hart, R. (2006). Using e-learning to help students develp lifelong learning skills. A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Distrubuted Learning: Royal Road University.
Islam, N., Beer, M., & Slack, F. (2015). E-learning challenges faced by academics in higher education: A literature review. Educaion and Training Studies, 3(5), 102-112.
Jedari, B., Tie Qiu, L., Rahim, A., & Xia, F. (2017). A game-theoretic incentive scheme for social-aware routing in selfish mobile social networks. Future Generation Computer Systems, 70, 178-190.
Kristensen, T. (2016). A distributed intelligent e-learning system. Multi Coference on Computer Science and Information Systems (134-144). Madeira, Potrugal: IADIS.
Lin, H. M., Chen, W. J., & Nien, S. F. (2014). The study of achievement and motivation by e-learning: A case study. International Journal of Information and Education, 4(5), 421-425.
Mahmoodi Kahriz, B., Bagherian, F., Heidari, M. (2013). The role of self-regulation in students' social dialogue. Transformational Psychology: Iranian Psychologists, 10(40), 383-393.
Momenirad, A., Aliabadi, K. H., & Porjamshidi, M. (2015). Personality effects on learner participation in Moodle learning management system. Strategies of Teaching in Medical Science, 7(5), 293-297.
Nuangchalerm, P., Sakkumduang, K., Uhwha, S., & Chansirisira, P. (2014). Implementinge-learning designed courses in general education. Asian Journal of Educaion and E-Learning, 2(4), 259-263.
Pedrosa, C. M., Barbero, B. R., & Miguel, A. R. (2014). Spatial visualization learning in engieering: Traditonal methods VS a web- based tool. Educational Technology and Society, 17(2), 142-157.
Saeidian, F., & Nili, M. (2012). Impact of assertiveness training on social compatibility and positive self-concept of female headed households. Clinical Psychology, 6(2), 2-25.
Stettler, N., Signer, T. M., & Suter, P. M. (2004). Electronic games and environmental factors associated with childhood obesity in Switzerland. Obesity Research, 12(6), 896-903.
Weissman, M., & Bothwell, S. (1976). Assessment of social adjustment by patient self-report. Arch Gen Psychiarty, 33(9), 1111-1115.
Yang, C. C., & Brown, B. B. (2015). Factors involved in associations between Facebook use and college adjustment: Social competence, perceived usefulness, and use patterns. Computers in Human Behavior, 46(3), 245-253.
_||_Alshammari, S. H., Ali, M. B., & Rosli, M. S. (2016). The infuences of technical support, self efficacy and instructional design on the usage and acceptance of LMS: A comprehensive reveiw. The Turkish Online Journal of Educational Technology, 15(2), 116-125.
Cleveland-Innes, M., & Campbell, P. (2012). Emotional presence, learning, and the online learning environment. The International Review of Research in Open and Distributed Learning, 13(4), 269-292.
Durlak, J. A., Weissberg, R. P., Dymnick, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students social and emotional leraning: A meta-analysis of school-based universal interventions. Child Development, 82(12), 405-432.
Edmunds, B., & Hartnett, M. (2014). Using a learning management systen to personalise learning for primary school students. Open, Flexible, and Distance Learning, 18(1), 11-29.
Eisler, R. M., Hersen, M., & Miller, P. M. (1973). Effects of modeling on components of assertive behavior. Behavior Therapy and Experimental Psychiatry, 4(1), 1-6.
Garrido, A., Morales, L., & Serina, I. (2016). On the use of case-based planning for
e-learning personalization. Expert Systems with Applications, 60, 1-15.
Gerdes, H., & Mallinckrodt, B. (1994). Emotional, social, and academic adjustment of college students: A longitudinal study of retention. Counseling and Development, 72(3), 281-288.
Ghasemi Sameni, M., & Zarei Zavaraki, E. (2014). Podcast impact on cooperative learning of Allameh Tabatabai University students. ICT in Educational Knowledge, 6(2), 5-18.
Hart, R. (2006). Using e-learning to help students develp lifelong learning skills. A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Distrubuted Learning: Royal Road University.
Islam, N., Beer, M., & Slack, F. (2015). E-learning challenges faced by academics in higher education: A literature review. Educaion and Training Studies, 3(5), 102-112.
Jedari, B., Tie Qiu, L., Rahim, A., & Xia, F. (2017). A game-theoretic incentive scheme for social-aware routing in selfish mobile social networks. Future Generation Computer Systems, 70, 178-190.
Kristensen, T. (2016). A distributed intelligent e-learning system. Multi Coference on Computer Science and Information Systems (134-144). Madeira, Potrugal: IADIS.
Lin, H. M., Chen, W. J., & Nien, S. F. (2014). The study of achievement and motivation by e-learning: A case study. International Journal of Information and Education, 4(5), 421-425.
Mahmoodi Kahriz, B., Bagherian, F., Heidari, M. (2013). The role of self-regulation in students' social dialogue. Transformational Psychology: Iranian Psychologists, 10(40), 383-393.
Momenirad, A., Aliabadi, K. H., & Porjamshidi, M. (2015). Personality effects on learner participation in Moodle learning management system. Strategies of Teaching in Medical Science, 7(5), 293-297.
Nuangchalerm, P., Sakkumduang, K., Uhwha, S., & Chansirisira, P. (2014). Implementinge-learning designed courses in general education. Asian Journal of Educaion and E-Learning, 2(4), 259-263.
Pedrosa, C. M., Barbero, B. R., & Miguel, A. R. (2014). Spatial visualization learning in engieering: Traditonal methods VS a web- based tool. Educational Technology and Society, 17(2), 142-157.
Saeidian, F., & Nili, M. (2012). Impact of assertiveness training on social compatibility and positive self-concept of female headed households. Clinical Psychology, 6(2), 2-25.
Stettler, N., Signer, T. M., & Suter, P. M. (2004). Electronic games and environmental factors associated with childhood obesity in Switzerland. Obesity Research, 12(6), 896-903.
Weissman, M., & Bothwell, S. (1976). Assessment of social adjustment by patient self-report. Arch Gen Psychiarty, 33(9), 1111-1115.
Yang, C. C., & Brown, B. B. (2015). Factors involved in associations between Facebook use and college adjustment: Social competence, perceived usefulness, and use patterns. Computers in Human Behavior, 46(3), 245-253.
