بررسی اثرات مستقیم و غیرمستقیم استفاده از شبکه‌های اجتماعی مجازی بر پیامدهای اجتماعی و یادگیری دانشجویان
محورهای موضوعی : آموزش مجازی
1 - استادیار گروه علوم تربیتی، واحد سقز، دانشگاه آزاد اسلامی، سقز، ایران
2 - دانشجوی دکتری مدیریت آموزشی، دانشگاه خوارزمی، تهران، ایران
کلید واژه: دانشجویان, شبکه‌های اجتماعی مجازی, پیامدهای اجتماعی, پیامدهای یادگیری,
چکیده مقاله :
هدف پژوهش حاضر، بررسی اثرات مستقیم و غیرمستقیم استفاده از شبکه های اجتماعی مجازی بر پیامدهای اجتماعی و یادگیری دانشجویان بود. روش انجام پژوهش همبستگی- علّی بود. جامعه آماری این پژوهش شامل 4500 نفر از دانشجویان دانشگاه های آزاد اسلامی و پیام نور شهر سقز در سال تحصیلی 96 -1395 بود. با توجه به جامعه مورد نظر، با استفاده از جدول تعیین حجم نمونه کرجسی و مورگان، تعداد 354 نفر با روش نمونه‌گیری تصادفی طبق‌ه ای به عنوان حجم نمونه انتخاب شدند. به منظور جمع آوری داده های پژوهش از پرسش‌نامه شبکه‌های اجتماعی و پیامدهای اجتماعی و یادگیری یانیو و همکاران استفاده شد. این پرسش‌نامه دارای 26 گویه است که متغیرهای استفاده از شبکه های اجتماعی، فرهن‌گ پذیری، پذیرش اجتماعی، عزت نفس، رضایت از زندگی دانشجویی و مهارت های عملکردی را مورد اندازه گیری قرار می دهد. به منظور بررسی روایی پرسش‌نامه از روایی صوری و محتوایی، تحلیل عاملی اکتشافی و برای بررسی پایایی آن از ضریب آلفای کرونباخ استفاده شد که مقدار آن برای کل پرسش‌نامه، 0/85 به دست آمد. تجزیه و تحلیل داده ها از طریق آزمون همبستگی پیرسون و تحلیل مسیر با استفاده از نرم افزارهای SPSS و Amos انجام شد. نتایج پژوهش نشان داد که استفاده از شبکه‌های اجتماعی مجازی با پیامدهای اجتماعی و پیامدهای یادگیری رابطه مثبت و معناداری دارد. هم‌چنین، نتایج تحلیل مسیر نشان داد که استفاده از شبکه های اجتماعی به طور مستقیم بر پیامدهای یادگیری اثر معناداری ندارد؛ ولی، با میانجی گری پیامدهای اجتماعی و به طور غیرمستقیم بر پیامدهای یادگیری دانشجویان اثر می‌گذارد.
The aim of this research was the investigation of direct and indirect effects of virtual social networks on student’s social and learning outcomes. Research method was casual-correlation. The statistical population of this research included 4500 students of Islamic Azad University and Payame Noor University of Saqez in the 2016-17 academic year. According to the statistical population and using Krejcie & Morgan sampling table, 354 people were selected as the sample by stratified random sampling method. In order to collect research data, Yan Yu et al. virtual social networks, social and learning outcomes questionnaires were used. The questionnaire has 26 items that measure research variables included: using virtual social networks, acculturation, social acceptance, self-esteem, satisfaction of University life and performance proficiency. To assess the validity of this questionnaire, formal and content validity and to assess reliability exploratory factor analysis and coefficient of Cronbach's alpha were used. Cronbach's alpha was 0.85. Data were analyzed by Pearson correlation test and path analysis using SPSS and Amos software. The result showed that using virtual social networks has a positive and significant relationship with social outcomes and learning outcomes. Also, the results of path analysis showed that using virtual social networks does not directly affect the learning outcomes, but by mediating social outcomes has indirectly effect on the outcomes of student learning.
Allen, J., Robbins, S. B., & Casillas, A. (2008). Third-year college retention and transfer: Effects of academic performance, motivation, and social connectedness. Research in Higher Education, 49(7), 647-664.
Andik, R. (2014). Prediction of mental health based on personality type, source control and religious orientation among student teachers in the Yazd University of Farhangian. Master's Thesis, Faculty of Humanities, Department of Psychology, University of Yazd. (in Persian).
Aryani, E., Zahed Bablan, A., Moeinikia, M., & Khaleghkhah, A. (2015). The role of virtual social networks in the research capabilities of postgraduate students. Media, 6(2), 26-39. (in Persian).
Bauer, T. N., Bodner, T., Erdogan, B., Truxillo, D. M., & Tucker, J. S. (2007). Newcomer adjustment during organizational socialization: A meta-analytic review of antecedents, outcomes, and methods. Applied Psychology, 92(3), 707-721.
Burt, R. S. (2001). The networking structure of social capital. In R. I. Sutto., & B. M. Staw (Eds). Research in Organizational Behavior, 22, Greenwich.
Chao, G. T., O’Leary-Kelly, A. M., Wolf, S., Klein, H. J., & Gardner, P. D. (1994). Organizational socialization: Its content and consequences. Applied Psychology, 79(5), 730-743.
CheraghMolaei, L., Kadivar, P., & Sarami, G. (2014). On the use of virtual social networks in education: Benefits and challenges. New Thoughts on Education, 10(3), 29-51. (in Persian).
Coleman, J. S. (1990). Foundation of social theory. Cambridge, M.A.: Belknap/ Harvard University Press.
Dortaj, F., Rajabian, M., & Asadinejad, R. (2016). Study of the relationship between the use of virtual social networks and the quality of learning experiences in students. Research in Educational Systems, 10(33), 212-229. (in Persian)
Kraiger, K., Ford J. K., & Salas E. (1993). Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation. Applied Psychology, 78(2), 311-328.
Kraut, R., Patterson, M., Lundmark, V., Kiesler, S., Mukopadhyay, T., & Scherlis, W. (1998). Internet paradox: A social technology that reduces social involvement and psychological well-being? The American Psychologist, 53, 1017-1031.
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30, 607-610.
McBride, K. (2009). Social-networking sites in foreign language classes: Opportunities for re-creation. In L. Lomicka & G. Lord (Eds.), The next generation: Social networking and online collaboration in foreign language learning, 35-58.Texas: Calico Monograph Series.
Mesrabadi, J. (2016). Application of inferential statistics in behavioral sciences. Tabriz: Azarbaijan Shahid Madani University Pub. (in Persian).
Meyers, L. S., Gamst, G. C., & Guarino, A. J. (2012). Applied multivariate research: Design and interpretation (2 edition). SAGE Publications.
Morrison, E. W. (1993). Longitudinal study of the effects of information seeking on newcomer socialization. Applied Psychology, 78, 173-183.
Morrison, E. W. (2002). Newcomers’ relationships: The role of social network ties during socialization. Academy of Management, 45(6), 1149-116.
Park, S. Y., Cha, S. B., Lim, K., & Jung, S. H. (2014). The relationship between university student learning outcomes and participation in social network services, social acceptance and attitude towards school life. British Journal of Educational Technology, 45(1), 97-111.
Salas, E., Tannenbaum, S., Kraiger, K., & Smith-Jentsch, K. A. (2012). The science of training and development in organizations: What matters in practice. Psychological Science in the Public Interest, 13(2), 74-101.
Shaw, B., & Gant, L. (2002). In defense of the Internet: The relationship between Internet communication and depression, loneliness, self-esteem, and perceived social support. Cyber Psychology & Behavior, 5, 157-171.
Soleymani, M., Sadipoor, E., & Asadzadeh, H. (2016). Relationship between using mobile phone’s virtual social media and students’ academic procrastination, feeling lonely and mental health. Information and Communication Technology in Educational Sciences, 4(24), 127-144. (in Persian).
Tian, S. W., Yan Yu, A., Vogel, D., & Kwok, C. W. R. (2011). The impact of online social networking on learning: A social integration perspective. International Journal of Networking and Virtual Organizations, 8(314), 264-280.
Wan, Z., Wang, Y., & Haggerty, N. (2008). Why people benefit from e-learning differently: The effects of psychological processes on e-learning outcomes. Information & Management, 45, 513-521.
Wang, H. C., & Chiu, Y. F. (2011). Assessing e-learning 2.0 system success. Computers & Education, 57(2), 1790-1800.
Williams, J., & Chinn, S. J. (2009). Using web 2.0 to support the active learning experience. Information Systems Education, 20(2), 165-174.
Yan Yu, A., Wen Tian, S., Vogel, D., & Kwok, R. C. (2010). Can learning be virtually boosted? An investigation of online social networking impacts. Computers & Education, 55, 1494-1503.
Zaraii Zavaraki, E., & Ghorbani, H. R. (2015). The effect of virtual social networks usage on the students' English language learning. Technology of Instruction and Learning, 1(3), 23-36. (in Persian).
_||_Allen, J., Robbins, S. B., & Casillas, A. (2008). Third-year college retention and transfer: Effects of academic performance, motivation, and social connectedness. Research in Higher Education, 49(7), 647-664.
Andik, R. (2014). Prediction of mental health based on personality type, source control and religious orientation among student teachers in the Yazd University of Farhangian. Master's Thesis, Faculty of Humanities, Department of Psychology, University of Yazd. (in Persian).
Aryani, E., Zahed Bablan, A., Moeinikia, M., & Khaleghkhah, A. (2015). The role of virtual social networks in the research capabilities of postgraduate students. Media, 6(2), 26-39. (in Persian).
Bauer, T. N., Bodner, T., Erdogan, B., Truxillo, D. M., & Tucker, J. S. (2007). Newcomer adjustment during organizational socialization: A meta-analytic review of antecedents, outcomes, and methods. Applied Psychology, 92(3), 707-721.
Burt, R. S. (2001). The networking structure of social capital. In R. I. Sutto., & B. M. Staw (Eds). Research in Organizational Behavior, 22, Greenwich.
Chao, G. T., O’Leary-Kelly, A. M., Wolf, S., Klein, H. J., & Gardner, P. D. (1994). Organizational socialization: Its content and consequences. Applied Psychology, 79(5), 730-743.
CheraghMolaei, L., Kadivar, P., & Sarami, G. (2014). On the use of virtual social networks in education: Benefits and challenges. New Thoughts on Education, 10(3), 29-51. (in Persian).
Coleman, J. S. (1990). Foundation of social theory. Cambridge, M.A.: Belknap/ Harvard University Press.
Dortaj, F., Rajabian, M., & Asadinejad, R. (2016). Study of the relationship between the use of virtual social networks and the quality of learning experiences in students. Research in Educational Systems, 10(33), 212-229. (in Persian)
Kraiger, K., Ford J. K., & Salas E. (1993). Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation. Applied Psychology, 78(2), 311-328.
Kraut, R., Patterson, M., Lundmark, V., Kiesler, S., Mukopadhyay, T., & Scherlis, W. (1998). Internet paradox: A social technology that reduces social involvement and psychological well-being? The American Psychologist, 53, 1017-1031.
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30, 607-610.
McBride, K. (2009). Social-networking sites in foreign language classes: Opportunities for re-creation. In L. Lomicka & G. Lord (Eds.), The next generation: Social networking and online collaboration in foreign language learning, 35-58.Texas: Calico Monograph Series.
Mesrabadi, J. (2016). Application of inferential statistics in behavioral sciences. Tabriz: Azarbaijan Shahid Madani University Pub. (in Persian).
Meyers, L. S., Gamst, G. C., & Guarino, A. J. (2012). Applied multivariate research: Design and interpretation (2 edition). SAGE Publications.
Morrison, E. W. (1993). Longitudinal study of the effects of information seeking on newcomer socialization. Applied Psychology, 78, 173-183.
Morrison, E. W. (2002). Newcomers’ relationships: The role of social network ties during socialization. Academy of Management, 45(6), 1149-116.
Park, S. Y., Cha, S. B., Lim, K., & Jung, S. H. (2014). The relationship between university student learning outcomes and participation in social network services, social acceptance and attitude towards school life. British Journal of Educational Technology, 45(1), 97-111.
Salas, E., Tannenbaum, S., Kraiger, K., & Smith-Jentsch, K. A. (2012). The science of training and development in organizations: What matters in practice. Psychological Science in the Public Interest, 13(2), 74-101.
Shaw, B., & Gant, L. (2002). In defense of the Internet: The relationship between Internet communication and depression, loneliness, self-esteem, and perceived social support. Cyber Psychology & Behavior, 5, 157-171.
Soleymani, M., Sadipoor, E., & Asadzadeh, H. (2016). Relationship between using mobile phone’s virtual social media and students’ academic procrastination, feeling lonely and mental health. Information and Communication Technology in Educational Sciences, 4(24), 127-144. (in Persian).
Tian, S. W., Yan Yu, A., Vogel, D., & Kwok, C. W. R. (2011). The impact of online social networking on learning: A social integration perspective. International Journal of Networking and Virtual Organizations, 8(314), 264-280.
Wan, Z., Wang, Y., & Haggerty, N. (2008). Why people benefit from e-learning differently: The effects of psychological processes on e-learning outcomes. Information & Management, 45, 513-521.
Wang, H. C., & Chiu, Y. F. (2011). Assessing e-learning 2.0 system success. Computers & Education, 57(2), 1790-1800.
Williams, J., & Chinn, S. J. (2009). Using web 2.0 to support the active learning experience. Information Systems Education, 20(2), 165-174.
Yan Yu, A., Wen Tian, S., Vogel, D., & Kwok, R. C. (2010). Can learning be virtually boosted? An investigation of online social networking impacts. Computers & Education, 55, 1494-1503.
Zaraii Zavaraki, E., & Ghorbani, H. R. (2015). The effect of virtual social networks usage on the students' English language learning. Technology of Instruction and Learning, 1(3), 23-36. (in Persian).
