سنجش اثربخشی نظام آموزش مجازی ضمن خدمت فرهنگیان

محورهای موضوعی : فن‎آوری اطلاعات

فریدون یزدانی ¹ (استادیار گروه علوم تربیتی، دانشگاه پیام نور، نهاوند، ایران)

تاریخ دریافت : 1393/04/12 تاریخ پذیرش : 1393/09/18 تاریخ انتشار : 1393/11/12

کلید واژه: اثربخشی, رضایت‌مندی, آموزش ضمن خدمت مجازی, ارزش‌مندی, معلم‎ها,

چکیده مقاله :

این پژوهش با هدف سنجش اثربخشی نظام آموزش مجازی ضمن خدمت فرهنگیان به روش توصیفی- پیمایشی انجام شد. جامعه آماری آن را تمامی معلم‌های شهرستان ملایر تشکیل می‎دادند که حداقل یک‌بار در یکی از دوره‌های مجازی ضمن‌خدمت فرهنگیان تا زمان اجرای این پژوهش (سال تحصیلی 93-1392) شرکت داشته‌اند که تعداد آنها حدود 2040 نفر بود. برای نمونه‌گیری از روش در دسترس استفاده شد و 325 آزمودنی در پژوهش شرکت داده شدند. ابزار جمع‌آوری داده‌ها، پرسش‎نامه‌ای محقق ساخته، به نام پرسش‎نامه سنجش ارزش‌مندی- رضایت‌مندی از خصوصیات نظام آموزش مجازی بود. روایی محتوایی کلی پرسش‎نامه مذکور بر اساس شاخص روایی لاشه، محاسبه و 63/0 به دست آمد و پایایی آن با آزمون آلفای کرونباخ محاسبه شد و برای سازه‌های ارزش‌مندی و رضایت‌مندی به ترتیب 92/0 و 90/0 به دست آمد. نتایج نشان داد که هیچ رابطه معناداری میان سازه‌های ارزش‌مندی و رضایت‌مندی وجود ندارد و این دو، سازه‌های مستقلی هستند. هم‎چنین نتیجه تحلیل داده‌ها با شبکه تحلیل ماتریسی ارزش‌مندی- رضایت‌مندی، نشان داد که نظام آموزش مجازی یاد شده در هر یک از مؤلفه‌ها (کیفیت پشتیبانی، کیفیت محتوا، دسترسی‌پذیری و فن‎آوری) و نیز در کل، اثربخشی بالا و مناسبی ندارد. هم‌چنین، تحلیل داده‌ها با ابزار محک‌زنی لویس نشان داد که نظام آموزش مجازی مذکور در هر یک از مؤلفه‌ها و نیز در کل اثربخشی متوسطی دارد.

چکیده انگلیسی:

This study aimed to assess the effectiveness of teachers’ in-service virtual training system. The method of the study was descriptive-survey. The statistical population of the study included all 2040 teachers who have participated at least once in one of the teachers’ in-service virtual training courses. For sampling, a convenience method was used, through which 325 subjects were selected. For data gathering, a researcher-made questionnaire, namely 'questionnaire for value-satisfaction assessment of virtual training system' was used. Validity of the questionnaire based on Lawshe’s Content Validity Ratio was 0.63. Reliability of the questionnaire was estimated using Chronbach's Alpha test that was 0.92 and 0.90 for constructs value and satisfaction, respectively. Results revealed that there was no significant correlation between value and satisfaction constructs, so they were independent constructs. Furthermore, the results out of the data analysis with value-satisfaction grid analysis indicated that teachers' in-service virtual training system was effective neither at any one of four dimensions (supporting quality, content quality, availability and technology) nor with respect to the overall system. In addition, the results out of data analysis by benchmarking instrument of LeVIS index showed that the effectiveness status of teachers’ virtual system both at any one of four dimensions and with respect to the overall system was moderate.

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