مقایسه میزان سواد اطلاعاتی و مهارت‎های اجتماعی دانش‎آموزان تحت آموزش از راه دور و آموزش سنتی

محورهای موضوعی : فن‎آوری اطلاعات

لیلا بختیاری ¹ , عزت‌اله قدم‌پور ² , منصوره بختیاری ³ , علی اکبر سادین ⁴

1 - کارشناس ارشد تکنولوژی آموزشی دانشگاه خوارزمی، مدرس دانشگاه پیام نور
2 - استادیار روان‌شناسی تربیتی، دانشگاه لرستان
3 - کارشناس ارشد تکنولوژی آموزشی، مدرس دانشگاه لرستان
4 - دانشجوی دکتری مدیریت آموزشی، دانشگاه خوارزمی

تاریخ دریافت : 1392/08/03 تاریخ پذیرش : 1392/08/10 تاریخ انتشار : 1393/02/11

کلید واژه: یادگیری الکترونیکی, آموزش از راه دور, مهارت‌های اجتماعی, سواد ‌اطلاعاتی,

چکیده مقاله :

پژوهش حاضر، با هدف بررسی و مقایسه میزان سواد اطلاعاتی و مهارت‌های اجتماعی دانش‌آموزان دوره متوسطه تحت آموزش سنتی و آموزش از راه دور انجام شده است. پژوهش، به لحاظ هدف تحقیق از نوع کاربردی و به لحاظ جمع‌آوری داده‌ها، توصیفی از نوع روش پیمایشی مقطعی است. جامعه آماری، کلیه دانش‌آموزان دختر و پسر مقطع متوسطه شهرستان اراک به تعداد 5400 نفر است. حجم نمونه 240 نفر بود که با ترکیب روش‌های نمونه‌گیری طبقه‌ای و خوشه‌ای انتخاب شدند. ابزار جمع‌آوری داده‌ها، پرسش‌نامه استاندارد شده مهارت اجتماعی و پرسش‌نامه محقق‌ساخته سواد اطلاعاتی بود. پس از تعیین روایی سؤال‌های پرسش‌نامه، ضریب پایایی پرسش‌نامه‌ها محاسبه و به ترتیب، سواد اطلاعاتی 91/0 و مهارت اجتماعی 73/0 به‎دست آمد. داده‌ها با استفاده از آمار توصیفی (میانگین، درصد، فراوانی، انحراف معیار) و آمار استنباطی (تی برای دو نمونه مستقل) استفاده شد. نتایج نشان داد، بین سواد ‌اطلاعاتی و مهارت‌های اجتماعی دانش‌آموزان تحت آموزش سنتی با دانش‌آموزان آموزش از راه دور تفاوت معنی‌داری وجود ندارد.

چکیده انگلیسی:

The present study aimed to compare the amount of information literacy and social skills of high school students trained in traditional education and distance one. Considering the aim, it is a practical study, and considering data collection, it is a descriptive cross sectional survey study. The population of the study was all5400 female and male high school students in Arak city. The sample size was 240people selected through a combination of stratified and cluster sampling methods. Data collection tools were standardized social skills questionnaire and researcher-made information literacy questionnaire. The reliability co-efficiencies of the questionnaires were 0.91 for information literacy and 0.73 for social skills. The data was analyzed using descriptive statistics (mean, percentage, frequency, standard deviation) and inferential statistics (two independent groups t test). The results showed that there was no significant difference between information literacy of students in traditional education and in distance education system. Also there was no significant difference between social skills in the two groups.

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