سازه‌های تبیین کننده نگرش هنرجویان کشاورزی نسبت به یادگیری الکترونیکی
محورهای موضوعی :
مدیریت آموزشی
زهرا هوشمندان مقدم فرد
1
(
دانشجوی دکتری ترویج و آموزش کشاورزی، دانشگاه زنجان، زنجان، ایران
)
اسماعیل اخبار
2
(
دانش‌آموخته کارشناسی ارشد توسعه روستایی، دانشگاه زنجان، زنجان، ایران
)
علی شمس
3
(
استادیار گروه ترویج، ارتباطات و توسعه روستایی، دانشگاه زنجان، زنجان، ایران
)
تاریخ دریافت : 1395/02/31
تاریخ پذیرش : 1395/06/09
تاریخ انتشار : 1395/08/01
کلید واژه:
یادگیری الکترونیکی,
نگرش,
استان زنجان,
هنرجویان کشاورزی,
چکیده مقاله :
امروزه، یادگیری الکترونیکی در کنار آموزش‌های حضوری در بسیاری از نظام‌های آموزشی استفاده می‌شود. ولی، از این نوع یادگیری در نظام آموزش کشاورزی متوسطه کشور استفاده کمی می شود. با توجه به ضرورت توسعه این آموزش‌ها لزوم شناخت نگرش ذینفعان از جمله هنرجویان احساس می‌شود. لذا، این تحقیق توصیفی همبستگی با هدف شناسایی سازه‌های اثرگذار بر نگرش هنرجویان کشاورزی صورت گرفت. ابزار تحقیق مشتمل بر پرسش‌نامه‌ای دو بخشی بود که روایی آن با نظرسنجی از متخصصان تأیید شد و پایایی آن 0/87 به دست آمد. جامعه آماری تحقیق را همه هنرجویان هنرستان‌های کشاورزی استان زنجان در سال 1394 تشکیل می‌دادند (187 نفر) که بر مبنای جدول نمونه‌گیری کرجسی و مورگان و با استفاده از روش نمونه‌گیری طبقه‌ای تصادفی، 135 نفر گزینش و بررسی شدند. داده های پژوهش با آماره‌های توصیفی، ضرایب همبستگی و رگرسیون چندگانه تحلیل شدند. نتایج نشان داد که 61/5 درصد هنرجویان نگرش مثبتی در خصوص یادگیری الکترونیکی دارند و متغیرهای مهارت کامپیوتری، مهارت اینترنتی، تعداد دوره‌های آموزشی گذرانده شده در زمینه کامپیوتر و اینترنت با نگرش آنها دارای همبستگی مثبت و معنی‌داری بودند. نتایج تحلیل رگرسیون چندگانه، بیان‌گر این بود که دو متغیر مهارت در استفاده از اینترنت و تعداد دوره‌های آموزشی گذرانده شده در زمینه کامپیوتر در مجموع 38/8 درصد از واریانس متغیر وابسته؛یعنی، نگرش به یادگیری الکترونیکی را تبیین می‌کنند.
چکیده انگلیسی:
Nowadays, e-learning and education is used in many educational systems. However, in Iranian agricultural secondary education system, the use of e-learning is very low. With respect to the necessity of developing this kind of education, there is need to investigate the stakeholders’ attitudes especially students in this regard. The purpose of this descriptive-correlational study was to identify factors influencing the attitude of agricultural students toward e-learning. The survey instrument comprised a two-part questionnaire which validity was confirmed by a panel of experts and its reliability was obtained as 0.87. The statistical population comprises all 187 agricultural conservatory students in Zanjan Province and 135 of them were selected based on Krejcie and Morgan sampling table and applying randomized stratified sampling method. Data was analyzed using descriptive statistics, correlation coefficients and multiple linear regressions. The results revealed that 61.5% of students have a positive attitude toward e-learning and there was a significant correlation between variables e.g. computer skills, Internet skills, the number of training courses in the field of computers and the Internet with the attitude of students. The results of multiple regression analysis showed that two variables of Internet skills and the number of training courses in the field of Internet explained 38.8% of the attitude of students toward e-learning.
منابع و مأخذ:
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Papert, S. (1993). The children's machine. Technology Review-Manchester Nh, 96, 28-28.
Ramezanian, M. R., & Bossaghzade, N. (2012). The effect of absorptive capacity and corporate culture on is implementation success in production companies of automobile segments in the guilan province. Information Technology Management (JITM), 3(9), 41-68. (in Persian).
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Yu, S., & Yang, K. F. (2006). Attitudes toward web-based distance learning among public health nurses in Taiwan: A questionnaire survey. International Journal of Nursing Studies, 43(6), 767-774.
Zamanpour, E. A., Khani, M. H., & Moradiani Deizehrud, S. Kh. (2013). The effect of computer anxiety on attitude towards e-learning: The mediating role of attitude and self-efficacy of computer and Internet. Quarterly Educational Psychology, 9(28), 77-98. (in Persian).
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Alavi, M., & Leidner, D. E. (2001). Research commentary: Technology-mediated learning -A call for greater depth and breadth of research. Information Systems Research, 12(1), 1-10.
Albalawi, A., & Badawi, M. (2008). Teachers' perception of e-learning at the University of Tabuk. In Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, 2434-2448.
Alston, A., Miller, W. W., & Williams, D. L. (2003). Use of instuctional technology in agricultural education in North Carolina and Virginia. Career and Technical Education, 20(1), 1-13.
Arbaugh, J. B., & Duray, R. (2002). Technological and structural characteristics, student learning and satisfaction with web-based courses an exploratory study of two on-line MBA programs. Management Learning, 33(3), 331-347.
Biranvand, A., & Seyf, M. H. (2010). Influence of IT on school's educational systems. Iranian Journal of Information Processing & Management Quarterly, 26(1), 183-193. (in Persian).
Button, D., Harrington, A., & Belan, I. (2014). E-learning & information communication technology (ICT) in nursing education: A review of the literature. Nurse Education Today, 34(10), 1311-1323.
Celik, V., & Yesilyurt, E. (2013). Attitudes to technology, perceived computer self-efficacy and computer anxiety as predictors of computer supported education. Computers & Education, 60(1), 148-158.
Chen, I. J., Yang, K. F., Tang, F. I., Huang, C. H., & Yu, S. (2008). Applying the technology acceptance model to explore public health nurses’ intentions towards web-based learning: A cross-sectional questionnaire survey. International Journal of Nursing Studies, 45(6), 869-878.
Cheong, W. H. (2002). Internet adoption in Macao. Computer‐Mediated Communication, 7(2), 11-18.
Chong, M. C., Francis, K., Cooper, S., Abdullah, K. L., Hmwe, N. T. T., & Sohod, S. (2016). Access to, interest in and attitude toward e-learning for continuous education among Malaysian nurses. Nurse Education Today, 36, 370-374.
Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco, John Wiley & Sons.
Donnelly, R. (2010). Harmonizing technology with interaction in blended problem-based learning. Computers & Education, 54(2), 350-359.
Foley, J. A., & Ojeda, C. (2008). Teacher beliefs, best practice, technology usage in the classroom: A problematic relationship. Technology and Teacher Education Annual, 19(7), 4110.
Friedman, T. L. (2006). The world is flat: The globalized world in the twenty-first century. London: Penguin.
Galusha, J. M. (1997). Barriers to learning in distance education. Interpersonal Computing and Technology, 5(3-4), 6-14.
Heart, T., & Kalderon, E. (2013). Older adults: Are they ready to adopt health-related ICT? International Journal of Medical Informatics, 82(11), 209-231.
Heidari, M., Norouzzadeh, R., & Salari, M. (2013). Effective factors in information technology (IT) acceptance in the view of the nurses working in ICU. Critical Care Nursing, 6(3), 165-172. (in Persian).
Ion, P., & Andreea, Z. (2008). Use of ICT in SMES management within the sector of services. The Journal of the Faculty of Economics-Economic, University of Oradea, Faculty of Economics, 4(1), 481-487.
Karaman, S. (2011). Nurses' perceptions of online continuing education. BMC Medical Education, 11(1), 1-8.
Khan, B. H. (Ed). (2005). Managing e-learning: Design, delivery, implementation, and evaluation. IGI Global.
Khazaei, K., & Ashurnezhad, K. (2012). Relationship between ICT Skills with self-directed components in students’ learning process. Information and Communication Technology in Educational Sciences, 3(1), 45-61. (in Persian).
Khorasani, A., Abdolmaleki, J., & Zahedi, H. (2012). Factors affecting e-learning acceptance among students of Tehran university of medical sciences based on technology acceptance model (TAM). Iranian Journal of Medical Education, 11(6), 664-673. (in Persian).
Liaw, S. S., Huang, H. M., & Chen, G. D. (2007). Surveying instructor and learner attitudes toward e-learning. Computers & Education, 49(4), 1066-1080.
Mastari Farahani, F., Rezaei Sharif, A., & Ostadhasanloo, H. (2012). Obstacles of using information and communication technology in learning-teaching process. Educ Strategy Med Sci, 5(1), 15-21. (in Persian).
Mohammadi, D., Hoseini, S. M., Shabanali Fami, H., Rajabeigi, M., & Isayi, M. T. (2008). The analysis of teachers' attitudes toward e-learning training application in Iranian technical agricultural education. Iranian Journal of Agricultural Economics and Development Research, 39(1), 99-109. (in Persian).
Moule, P., Ward, R., & Lockyer, L. (2010). Nursing and healthcare students’ experiences and use of e‐learning in higher education. Advanced Nursing, 66(12), 2785-2795.
Mousavi, M., Mohammadzadeh Nasrababdi, M., & Pouya, M. (2015). Attitude and incentives of Payame Noor university academics regarding e-learning. Iranian Journal of Information Processing & Management, Information Sciences and Technology, 30(2), 443-466. (in Persian)
Mungania, P. (2003). The seven e-learning barriers facing employees. Kentucky: University of Louisville
Panda, S., & Mishra, S. (2007). E‐learning in a mega open university: Faculty attitude, barriers and motivators. Educational Media International, 44(4), 323-338.
Papert, S. (1993). The children's machine. Technology Review-Manchester Nh, 96, 28-28.
Ramezanian, M. R., & Bossaghzade, N. (2012). The effect of absorptive capacity and corporate culture on is implementation success in production companies of automobile segments in the guilan province. Information Technology Management (JITM), 3(9), 41-68. (in Persian).
Rasekhi, B., Gholami, M., Amirhossein, A., & Babaei, M. H. (2014). The role of internet in the professional development of agricultural educators: The case study of Kermanshah Province, Iran. Agricultural Extension and Rural Development, 6(6), 209-215.
Rastogi, A., & Malhotra, S. (2013). ICT skills and attitude as determinants of ICT pedagogy integration. European Academic Research, 1(3), 301-318.
Rocca, S. J. (2010). Determining the professional development needs of faculty in a college of agriculture. NACTA Journal, 54(1), 69-75.
Ruiz-Mercader, J., MeroñO-Cerdan, A. L., & Sabater-SáNchez, R. (2006). Information technology and learning: Their relationship and impact on organisational performance in small businesses. International Information Management, 26(1), 16-29.
Sanayei, A., & Salimian, H. (2013). The analysis of effecting factors on virtual education acceptance with emphasis on internal factors. Technology of Education, 7(4), 261-270. (in Persian).
Shiri, N., Savari, M., & Mirakzadeh, A. (2013). Attitude of agricultural students toward e-learning application and comstrains in Divandareh, Iran. Agricultural Education Administration Research, 20, 21-34. (in Persian).
Urdan, T. A., & Weggen, C. C. (2000). Corporate e-learning: Exploring a new frontier. Retrieved from http://papers.cumincad.org/cgi
Voogt, J., Knezek, G., Cox, M., Knezek, D., & Ten Brummelhuis, A. (2013). Under which conditions does ICT have a positive effect on teaching and learning? A call to action. Computer Assisted Learning, 29(1), 4-14.
Yu, S., & Yang, K. F. (2006). Attitudes toward web-based distance learning among public health nurses in Taiwan: A questionnaire survey. International Journal of Nursing Studies, 43(6), 767-774.
Zamanpour, E. A., Khani, M. H., & Moradiani Deizehrud, S. Kh. (2013). The effect of computer anxiety on attitude towards e-learning: The mediating role of attitude and self-efficacy of computer and Internet. Quarterly Educational Psychology, 9(28), 77-98. (in Persian).
