اثربخشی آموزش ذهن آگاهی به صورت گروهی بر مدیریت دانش در نظام آموزش از دور دانشگاه پیام نور اصفهان
محورهای موضوعی : مدیریت آموزشی
1 - استادیار گروه علوم تربیتی ومشاوره، تهران، ایران
کلید واژه: ذهنآگاهی, آموزش گروهی, مدیریت دانش, آموزش از دور, دانشگاه پیام نور, آموزش از دور.,
چکیده مقاله :
مقدمه و هدف: با توجه به گسترش آموزشهای الکترونیکی و نیاز به ارتقای فرایندهای کسب، تولید، اشتراک و بهکارگیری دانش در محیطهای یادگیری مجازی، آموزش ذهنآگاهی میتواند رویکردی نوین در بهبود خودنظمدهی و تعاملات دانشی دانشجویان باشد. لذا هدف پژوهش حاضر بررسی اثربخشی آموزش ذهنآگاهی بهصورت گروهی بر مدیریت دانش در نظام آموزش از دور دانشگاه پیام نور شهر اصفهان است.
روش شناسی پژوهش: روش پژوهش از نوع نیمهتجربی با طرح پیشآزمون–پسآزمون با گروه کنترل بود. جامعه آماری شامل کلیه دانشجویان دانشگاه پیام نور مرکز اصفهان در سال تحصیلی ۱۴۰۴–۱۴۰۳ بود که از میان آنها، 3۰ نفر بهصورت نمونهگیری در دسترس انتخاب و به دو گروه آزمایش و کنترل (هرکدام 15 نفر) تقسیم شدند. گروه آزمایش طی ۸ جلسه ۹۰ دقیقهای در دوره آموزش ذهنآگاهی گروهی شرکت کردند، در حالیکه گروه کنترل هیچ مداخلهای دریافت نکرد. برای گردآوری دادهها از پرسشنامه استاندارد مدیریت دانش آدام و همکاران(2022) استفاده شد که ۱۳ گویه در چهار بعد کسب دانش، تولید دانش، اشتراک دانش و بهکارگیری دانش را در بر میگیرد. دادهها با استفاده از آزمون کوواریانس تک متغیره و نرمافزار SPSS-26 تحلیل شدند.
یافته ها: نتایج نشان داد آموزش ذهنآگاهی گروهی تأثیر معناداری بر افزایش میانگین نمرات مدیریت دانش کلی و هر چهار بعد آن در گروه آزمایش نسبت به گروه کنترل دارد (p < 0. 01). بهویژه، بیشترین تأثیر در ابعاد تولید دانش و اشتراک گذاری دانش مشاهده شد.
بحث و نتیجه گیری: بهطور کلی، یافتهها بیانگر آن است که آموزش ذهنآگاهی گروهی میتواند بهعنوان یک مداخله مؤثر روانشناختی–شناختی در بهبود مدیریت دانش در محیطهای آموزش از دور مورد استفاده قرار گیرد. این نتیجه میتواند برای مدیران و برنامهریزان دانشگاه پیام نور در ارتقای کیفیت یادگیری و تقویت تعاملات دانشی دانشجویان سودمند باشد.
Introduction: Given the expansion of e-learning and the need to improve the processes of acquiring, producing, sharing, and applying knowledge in virtual learning environments, mindfulness training can be a new approach to improving students' self-regulation and knowledge interactions. Therefore, the aim of the present study is to investigate the effectiveness of mindfulness training in a group setting on knowledge management in the distance learning system of Payam Noor University of Isfahan.
research methodology: The research method was a quasi-experimental type with a pretest-posttest design with a control group. The statistical population included all students of Payam Noor University in the center of Isfahan in the academic year 1403-1404, from which 30 people were selected through convenient sampling and divided into two experimental and control groups (15 people each). The experimental group participated in a group mindfulness training course for 8 90-minute sessions, while the control group did not receive any intervention. The standard knowledge management questionnaire of Adam et al. (2022) was used to collect data, which includes 13 items in four dimensions of knowledge acquisition, knowledge production, knowledge sharing, and knowledge application. The data were analyzed using the univariate covariance test and SPSS-26 software.
Findings: The results showed that group mindfulness training had a significant effect on increasing the average scores of overall knowledge management and all four of its dimensions in the experimental group compared to the control group (p < 0. 01). In particular, the greatest effect was observed in the dimensions of knowledge production and knowledge sharing.
Conclusion: Overall, the findings indicate that group mindfulness training can be used as an effective psychological-cognitive intervention to improve knowledge management in distance learning environments. This result could be beneficial for administrators and planners at Payam Noor University in improving the quality of learning and strengthening students' knowledge interactions.
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