نقش ادراک از ادغام اثربخش فناوری آموزشی در فرایند تدریس در پذیرش فناوری در یادگیری: نقش واسطهای باورها و نگرش دانشجو نسبت به فناوری
محورهای موضوعی : آموزش و پرورش
محمد احمدی ده قطب الدینی
1
(استادیار رشته سنجش و اندازه‌گیری، گروه علوم تربیتی و روان‌شناسی، واحد انار، دانشگاه آزاد اسلامی، انار، ایران)
کلید واژه: مدل پذیرش فناوری, کاربرد فناوری آموزشی برای یادگیری, اثربخشی ادغام فناوری آموزشی در فرایند آموزش, باورها و نگرش نسبت به فناوری آموزشی,
چکیده مقاله :
مقدمه و هدف: پژوهش حاضر با هدف بررسی نقش واسطهای باورها و نگرش دانشجویان نسبت به کاربرد فناوریهای آموزشی در رابطه بین ادراک دانشجو از اثربخشی ادغام فناوری آموزشی در فرایند آموزشی اساتید با پذیرش و کاربرد فناوریهای آموزشی برای یادگیری توسط دانشجویان انجام گرفت. روش شناسی پژوهش: روش پژوهش، همبستگی بود. جامعه آماری کلیه دانشجویان دانشگاههای آزاد و پیام نور شهر شهربابک بودند که یک نمونه 201 نفری از دانشجویان به روش نمونهگیری خوشهای چند مرحلهای انتخاب و دادههای مورد نیاز با استفاده از پرسشنامه TAM و مقیاس ادراک اثربخشی ادغامICT در آموزش جمعآوری شد و دادهها با روش تحلیل مسیر تحلیل شد. یافته ها: یافته ها نشان داد مسیر زنجیرهای سهولت ادراک شده، سودمندی ادراک شده، نگرش و نیت رفتاری کاربرد فناوری آموزشی برای یادگیری نقش واسطهای مثبت در رابطه بین ادراک دانشجو از اثربخشی ادغام فناوری آموزشی در فرایند آموزش و کاربرد واقعی فناوری آموزشی برای یادگیری دارند. همچنین مسیر زنجیرهای سودمندی ادراک شده و نیت رفتاری کاربرد فناوری آموزشی برای یادگیری بیشترین نقش را در رابطه بین ادراک دانشجو از اثربخشی ادغام فناوری آموزشی در فرایند آموزش و بهکارگیری واقعی فناوری آموزشی برای یادگیری داشت. بحث و نتیجه گیری: یافتهها نشان داد سودمندی ادراک شده کاربرد فناوری آموزشی برای یادگیری نسبت به سهولت ادراک شده، نگرش نسبت به کاربرد و نیت رفتاری کاربرد فناوری آموزشی بهتر میتوانند اثر ادراک دانشجو از اثربخشی ادغام فناوری آموزشی در فرایند آموزش را بر کاربرد واقعی فناوری آموزشی برای یادگیری تبیین کند.
Introduction: This study aimed to investigate the mediating role of student's beliefs and attitudes toward the use of educational technologies in the relationship between student's perceptions of the effectiveness of integrating educational technology in the teaching process by professors with the acceptance and application of educational technologies for learning by students. research methodology: the research method was a correlation. The statistical population was all students of Islamic Azad and Payame Noor universities in Shahr-e Babak city which a sample of 201 students was selected by multi-stage cluster sampling method and the required data were used using TAM questionnaire and The perception scale of the effectiveness of ICT integration in teaching was collected, and the data were analyzed by path analysis. Findings: The findings showed that the serial path of perceived ease use and perceived usefulness, attitude toward the use and behavioral intention use of educational technology for learning have a positive mediating role in the relationship between students' perception of the effectiveness of educational technology integration in the teaching process and the use of educational technology for learning, and Also, the serial path of perceived usefulness use of educational technology for learning and behavioral intention use of educational technology for learning has the greatest role in the relationship between students' perception of the effectiveness of integrating educational technology in the teaching process and actual usage of educational technology for learning. Conclusion According to the results of the perceived usefulness use of technology for learning relative to perceived ease use of technology for learning, attitude toward the use of technology for learning and behavioral intention use of technology for learning can better explanate the effect of students' perception of the effectiveness of educational technology integration in teaching on the use of educational technology for learning.
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