تأثیر یادگیری سیار بر اساس الگوی طراحی آموزشی گانیه بر راهبردهای یادگیری خودتنظیمی دانشجویان
محورهای موضوعی : آموزش مجازیافسانه حمزه‌ئی 1 , محسن باقری 2 , سعید موسوی پور 3
1 - کارشناس ارشد تکنولوژی آموزشی، دانشگاه اراک، اراک، ایران
2 - استادیار گروه روان‌شناسی و علوم تربیتی، دانشگاه اراک، اراک، ایران
3 - استادیار گروه روان‌شناسی و علوم تربیتی، دانشگاه اراک، اراک، ایران
کلید واژه: یادگیری سیار, الگوی طراحی آموزشی گانیه, راهبردهای یادگیری خودتنظیمی,
چکیده مقاله :
پژوهش حاضر، با هدف بررسی تأثیر یادگیری سیار بر اساس الگوی طراحی آموزشی گانیه بر راهبردهای یادگیری خودتنظیمی دانشجویان انجام گرفت. روش پژوهش شبه تجربی از نوع پیش‌آزمون- پس‌آزمون همراه با گروه کنترل بود. جامعه آماری شامل کلیه دانشجویان رشته علوم تربیتی- گرایش تکنولوژی آموزشی دانشگاه اراک به تعداد 145 نفر بود. نمونه عبارت از دانشجویانی دختری بود که واحد درس مقدمات کامپیوتر را اخذ نموده‌اند. در پژوهش حاضر از روش نمونه‌گیری در دسترس استفاده شد. حجم نمونه مورد مطالعه 34 نفر بود. با استفاده از یک پرسشنامه محقق‌ساخته، میزان تبحر و آشنایی دانشجویان با فن‌آوری‌های رایانه‌ای مورد سنجش قرار گرفت. پس از تعیین سطح هر یک از افراد و ارایه آموزش‌های مورد نیاز، همه افراد همتاسازی شدند و به خط پایه رسیدند، سپس به طور تصادفی در دو گروه 17 نفره قرار گرفتند. در این مطالعه، جهت گردآوری داده‌ها از پرسشنامه راهبردهای یادگیری خودتنظیمی پنتریچ و دی‌گروت که دارای خرده مقیاس‌های راهبردهای شناختی (تکرار و مرور، بسط و گسترش، سازمان‌دهی و درک مطلب) و راهبردهای فراشناختی و خودنظم‌دهی (برنامه‌ریزی، نظارت و کنترل و نظم‌دهی) بود استفاده شد. به منظور تحلیل استنباطی داده‌ها از آزمون تحلیل کوواریانس استفاده شد. نتایج پژوهش نشان داد یادگیری سیار بر اساس الگوی طراحی آموزشی گانیه به طور کلی منجر به افزایش راهبردهای یادگیری خودتنظیمی دانشجویان شد. ولی، در خرده مؤلفه‌های درک مطلب، برنامه‌ریزی و نظم‌دهی تفاوت معناداری بین گروه‌ها مشاهده نشد.
This research was conducted to investigate whether mobile learning based on Gagne's instructional design has any effect on university students' self-regulated learning strategies. A quasi-experimental study with pretest-posttest design and a control group was applied as the method of research. The statistical population included all the students of Educational Sciences with Educational Technologies subfield at the University of Arak who were 45 people. Sample consisted of students who take the course of Introduction to Computer Skills. Convenience sampling was used in the study. The sample size was 34 students. Using a researcher made questionnaire, the degree of students' expertise and familiarity with computer-based technology was measured. After determining the level of each person and presenting the required training, all individuals matched and met the baseline, then randomly assigned to two groups of 17 people. In order to collect data, Pintrich and DeGroot self-regulated learning strategies questionnaire was employed which contains subscales of cognitive strategies (rehearsal, elaboration, organizing and understanding) and metacognitive strategies (planning, monitoring and regulating). In order to inferential analysis the data, covariance analysis was used. The results showed that mobile learning based on Gagne's Instructional Design Model generally increases the self-regulated learning strategies of students, but there were no significant differences between the groups in sub-components of the understanding, planning and regulating.
Akhavan Dardashti, M. (2012). Effective factors of reception the mobile learning in using of mobile learning in Esfahan university. Master Thesis, Isfahan University (in Persian).
Alhunaiyyan, A., Alhajri, R. A., & Al-Sharhan, S. (2016). Prospects and challenges of mobile learning implementation: A case study on Kuwait higher education. Journal of King Saud University – Computer and Information Sciences, doi: http://dx.doi.org/10.1016/j.jksuci.2016.12.001
Cavus, N. (2011). Investigating mobile devices and LMS integration in higher education: Student perspectives. Computer Science, 3, 1469-1474.
Chris, E. (2008). The effectiveness of M-learning in the form of podcast revision lectures in higher education. Computer and Education, 50(2), 491-498.
Claire, O., Giasemi, V., Jp, G., Josie, T., & Mike, Sh. (2005). Paul guidelines for Lefrere, Peter Lonsdale, Laura Naismith, Jenny Waycott. learning/teaching/tutoring in a mobile environment. Public Deliverable from the MOBILearn Project (D.4.1).
Eftekhari, Z., Ziaei, A., Zamani, B., & Mansouri, R. (2013). Investigating the effect of mobile phone use on self-regulation and students progress in memorizing the Qur'an. Interdisciplinary Journal of Contemporary Research in Business, 5(3), 771-781.
Fardanesh, H. (2012). Theoretical foundations of instructional technology (3rd Edition). Tehran: Samt. (in Persian).
Guey, Ch., Cheng, Y., & Shibata, S. (2010). A triarchal instruction model: Integration of principles from behaviorism, cognitivism, and humanism. Procedia Social andBehavioral Sciences, 9, 105-118. Retrieved from www.sciencedirect.com
Jafar Tabatabaei, S., Banijamali, S., Ahadi, H., & Khamesan, A. (2012). Effect of self-regulated learning strategies teaching on academic achievement and anexity of Birjand Azad University’s student. Modern Care Journal, 9(4), 292-300. (in Persian).
Khadjooi, K., Rostami, K., & Ishaq, S. (2011). How to use Gagnes model of instructional design in teaching psychomotor skills. Gastroenterology and Hepatology from Bed to Bench, 4(3), 116-119.
Kinash, S., Brand, J., & Mathie, T. (2012). Challenging mobile learning discourse through research: Students perceptions of blackboard mobile learn and iPads. Australian Journal of Educational Technology, 28, 639-655.
Mehrvarz, M., Moradi, M., & Abdoli, S. (2012). Compare the effects of Dick and Carey instructional design with Ganie instructional design on motivation and learning of students. Curriculum Research, 3(2), 73-93. (in Persian).
Naderi, F., Ayati, M., Zare Beedaki, M., & Akbari Borang, M. (2013). Effect of teaching through mobile on metacognitive self-regulation and attitude of paramedical students. Iranian Education in Medical Science, 13(12), 1001-1010. (in Persian).
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. EducationalPsychology, 82, 33-40.
Safavi, A. (2011). Patterns and techniques of teaching method. Tehran: Samt Publication.
Sha, L., Looi, C. K., Chen, W., Seow, P., & Wong, L. H. (2012). Recognizing and measuring self-regulated learning in a mobile learning environment.Computers in Human Behaviors, 28(2), 718-728.
Shabani, H. (2012). Advanced teaching method. Tehran. Samt Publication. (in Persian).
Smith, P., & Wolfish, J. (1992). Logical thinking (Translated by Ali Shariatmadari). Tehran: Samt publication. (in Persian).
Tavakolizade, J., Ebrahimi Ghavam, S., Farokhi, N., & Golzari, M. (2011). Effectivenes of self-regulated learning strategies teaching on mental health of second grade students in Mashhad. Fundamentals of Mental Health, 13(3), 9-25. (in Persian).
Zheng, L., Li, X., & Chen, F. (2016). Effects of a mobile self-regulated learning approach on students’ learning achievements and self-regulated learning skills. Innovations in Education and Teaching International. Retrieved from http://www. tandfonline.com/loi/riie20
_||_Akhavan Dardashti, M. (2012). Effective factors of reception the mobile learning in using of mobile learning in Esfahan university. Master Thesis, Isfahan University (in Persian).
Alhunaiyyan, A., Alhajri, R. A., & Al-Sharhan, S. (2016). Prospects and challenges of mobile learning implementation: A case study on Kuwait higher education. Journal of King Saud University – Computer and Information Sciences, doi: http://dx.doi.org/10.1016/j.jksuci.2016.12.001
Cavus, N. (2011). Investigating mobile devices and LMS integration in higher education: Student perspectives. Computer Science, 3, 1469-1474.
Chris, E. (2008). The effectiveness of M-learning in the form of podcast revision lectures in higher education. Computer and Education, 50(2), 491-498.
Claire, O., Giasemi, V., Jp, G., Josie, T., & Mike, Sh. (2005). Paul guidelines for Lefrere, Peter Lonsdale, Laura Naismith, Jenny Waycott. learning/teaching/tutoring in a mobile environment. Public Deliverable from the MOBILearn Project (D.4.1).
Eftekhari, Z., Ziaei, A., Zamani, B., & Mansouri, R. (2013). Investigating the effect of mobile phone use on self-regulation and students progress in memorizing the Qur'an. Interdisciplinary Journal of Contemporary Research in Business, 5(3), 771-781.
Fardanesh, H. (2012). Theoretical foundations of instructional technology (3rd Edition). Tehran: Samt. (in Persian).
Guey, Ch., Cheng, Y., & Shibata, S. (2010). A triarchal instruction model: Integration of principles from behaviorism, cognitivism, and humanism. Procedia Social andBehavioral Sciences, 9, 105-118. Retrieved from www.sciencedirect.com
Jafar Tabatabaei, S., Banijamali, S., Ahadi, H., & Khamesan, A. (2012). Effect of self-regulated learning strategies teaching on academic achievement and anexity of Birjand Azad University’s student. Modern Care Journal, 9(4), 292-300. (in Persian).
Khadjooi, K., Rostami, K., & Ishaq, S. (2011). How to use Gagnes model of instructional design in teaching psychomotor skills. Gastroenterology and Hepatology from Bed to Bench, 4(3), 116-119.
Kinash, S., Brand, J., & Mathie, T. (2012). Challenging mobile learning discourse through research: Students perceptions of blackboard mobile learn and iPads. Australian Journal of Educational Technology, 28, 639-655.
Mehrvarz, M., Moradi, M., & Abdoli, S. (2012). Compare the effects of Dick and Carey instructional design with Ganie instructional design on motivation and learning of students. Curriculum Research, 3(2), 73-93. (in Persian).
Naderi, F., Ayati, M., Zare Beedaki, M., & Akbari Borang, M. (2013). Effect of teaching through mobile on metacognitive self-regulation and attitude of paramedical students. Iranian Education in Medical Science, 13(12), 1001-1010. (in Persian).
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. EducationalPsychology, 82, 33-40.
Safavi, A. (2011). Patterns and techniques of teaching method. Tehran: Samt Publication.
Sha, L., Looi, C. K., Chen, W., Seow, P., & Wong, L. H. (2012). Recognizing and measuring self-regulated learning in a mobile learning environment.Computers in Human Behaviors, 28(2), 718-728.
Shabani, H. (2012). Advanced teaching method. Tehran. Samt Publication. (in Persian).
Smith, P., & Wolfish, J. (1992). Logical thinking (Translated by Ali Shariatmadari). Tehran: Samt publication. (in Persian).
Tavakolizade, J., Ebrahimi Ghavam, S., Farokhi, N., & Golzari, M. (2011). Effectivenes of self-regulated learning strategies teaching on mental health of second grade students in Mashhad. Fundamentals of Mental Health, 13(3), 9-25. (in Persian).
Zheng, L., Li, X., & Chen, F. (2016). Effects of a mobile self-regulated learning approach on students’ learning achievements and self-regulated learning skills. Innovations in Education and Teaching International. Retrieved from http://www. tandfonline.com/loi/riie20