تدوین مدل رضایت دانشجویان از آتلیه مجازی طراحی معماری و دلالت‌هایی برای مدیران آموزشی (مطالعه موردی: دانشکده های فنی حرفه ای پسران مرودشت، باهنر شیراز و الزهرا شیراز)

محورهای موضوعی : آموزش و پرورش

فاطمه نیک نهاد ¹ , محمد پروا ² , حسین افلاکی فرد ³ , هادی کشمیری ⁴

1 - دانشجو دکتری تخصصی معماری، گروه معماری، واحد شیراز، دانشگاه آزاد اسلامی، شیراز، ایران
2 - استادیار، گروه معماری، واحد شیراز، دانشگاه آزاد اسلامی، شیراز، ایران
3 - استادیار گروه علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران
4 - دانشیار گروه معماری، واحد شیراز، دانشگاه آزاد اسلامی، شیراز، ایران

تاریخ دریافت : 1400/08/05 تاریخ پذیرش : 1400/11/10 تاریخ انتشار : 1401/06/01

کلید واژه: آموزش مجازی, مدل‌سازی معادلات ساختاری, فراترکیب, رویکرد آمیخته, آتلیه مجازی طراحی معماری,

چکیده مقاله :

مقدمه و هدف: با شروع ویروس کرونا در جهان، آموزش به سمت برگزاری در محیط مجازی سوق یافت و ادامه فرآیند آموزش معماری نیز همانند دوره‌های آموزشی، به‌ سبب تعطیلی دانشگاه‌ها، تنها در بستر مجازی ممکن گشت. همین امر باعث ایجاد مشکلاتی در نحوه آموزش و در نتیجه کاهش بازده یادگیری گردید. جهت بررسی درک وضعیت موجود و بهبود فرآیند آموزش طراحی معماری در شرایط پاندمی کرونا، پژوهش حاضر به تدوین و ارزیابی عوامل مؤثر بر رضایت دانشجویان از آتلیه مجازی طراحی معماری پرداخته شده است.
روش شناسی پژوهش: پژوهش حاضر با استفاده از روش تحقیق آمیخته و در 3 مرحله صورت پذیرفته است، ابتدا از روش 7 مرحله‌ای فراترکیب بارو سو و سندلوسکی به‌منظور بررسی مدل مفهومی اولیه تحقیق استفاده گردید. جهت بررسی پایایی پژوهش کیفی فراترکیب، از ضریب کاپا- کوهن استفاده شد. سپس در مرحله دوم با توزیع پرسشنامه میان مدرسان آتلیه مدل تکمیلی تحقیق حاصل گردیده و در مرحله سوم به‌منظور اعتبارسنجی کمی الگوی پیشنهادی، از آزمون‌های مختلف و روش تحلیل عامل تأییدی و در نهایت جهت بررسی صحت فرضیات و آزمون الگوی پیشنهادی از نرم‌افزار Smartpls3 به منظور مدل‌سازی معادلات ساختاری و روش تحلیل مسیر استفاده شده است.
یافته ­ها: پس از تأیید مساعد بودن ضرایب مسیر و معنادار بودن ضرایب (t-value) به بررسی الگوی تحقیق بر اساس شاخص‌های مختلف پرداخته‌ایم که نتیجه بررسی شاخص‌ها نشان‌دهنده برازندگی الگوی پیشنهادی می باشد. مراحل صورت گرفته کفایت علمی الگوی پژوهش را تأیید می کند. ترتیب الگوی تحقیق با 4 بعد: امکانات و تجهیزات فنی، کیفیت یاددهنده، کیفیت یادگیرنده و کیفیت محتوای آموزشی و با 12 مؤلفه و 31 شاخص مورد تأیید نهایی قرار گرفت. نتایج حاصل از آزمون تی نشان می‌دهد که رضایت دانشجویان از آموزش مجازی آتلیه طراحی معماری در سطح متوسطی قرار دارد و میانگین‌ها بیانگر این امر می باشند که،  بعد کیفیت یاد دهنده در وضعیت نسبتاً مطلوب و ابعاد کیفیت یادگیرنده، تجهیزات و امکانات فنی و کیفیت محتوای آموزشی در حد متوسط است.

چکیده انگلیسی:

Background and Aim: Due to the spread of the coronavirus in the world, education was shifted to a virtual environment, and the continuation of the architectural education process, as well as training courses, due to the closure of universities, became possible only in the virtual context. This causes problems in the way of teaching and the result is a decrease in learning efficiency. For this purpose, in order to understand the current situation and improve the process of teaching architectural design in the corona pandemic, in the present study, the factors affecting students' satisfaction with the virtual architectural design studio have been developed and evaluated.
Methodology: The present research is mixed Method Approach using the research and has been done in 3 stages. First, the 7-step meta-synthesis method of Barrow Su and Sandlowski has been used and the initial conceptual model of the research has been formed. Kappa-Cohen coefficient was used to evaluate the reliability of qualitative meta-combination research. Then, in the second stage, by distributing a questionnaire among the instructors of the studio, a supplementary model of the research was obtained, and in the third stage, in order to quantitatively validate the proposed model, various tests and confirmatory factor analysis were used. Also, to check the accuracy of the hypotheses and test the proposed model, we have used structural equation modeling and path analysis method by Smartpls3 software.
Results: After confirming the favorableness of the path coefficients and the significance of the coefficients (t-value), we have studied the research model based on various indicators, the results of which showed the suitability of the proposed model. After performing the above steps, the scientific adequacy of the research model was confirmed. Thus, the research model with 4 dimensions: technical facilities and equipment, teaching quality, learning quality and educational content quality with 12 components and 31 indicators was finally approved. Also, the results of t-test show that students' satisfaction with the virtual education of the architectural design studio is at a moderate level and the averages indicate that the quality of the teacher in a relatively good condition and the dimensions of the quality of the learner, equipment and technical facilities and quality Educational content is mediocre.
 

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