تأثیر آموزش الکترونیکِ محتوامحور با رویکرد فقهی-اخلاقی بر ارتقای شایستگیهای اخلاقی و مهارت زندگی دانشجویان
محورهای موضوعی :مجتبی رضایی راد 1 , حسین رحیمی واسکسی 2
1 - گروه تکنولوژی آموزشی، واحد ساری، دانشگاه آزاد اسلامی، ساری،ایران.
2 - استادیار گروه فقه و مبانی حقوی اسلامی، واحد ساری، دانشگاه آزاد اسلامی، ساری،ایران.
کلید واژه: آموزش الکترونیک, محتوای فقهی-اخلاقی, شایستگیهای اخلاقی, مهارتهای زندگی, دانشجویان,
چکیده مقاله :
این پژوهش با هدف سنجش تأثیر آموزش الکترونیکِ محتوامحور با رویکرد فقهی-اخلاقی بر ارتقای شایستگیهای اخلاقی و مهارتهای زندگی دانشجویان انجام شد. مطالعه حاضر از نوع نیمهآزمایشی با طرح پیشآزمون-پسآزمون با گروه کنترل بود. جامعه آماری پژوهش را دانشجویان دانشگاه آزاد اسلامی واحد ساری در سال تحصیلی ۱۴۰3-۱۴۰4 تشکیل دادند که از این میان، ۷۰ نفر به روش نمونهگیری تصادفی ساده انتخاب و به صورت تصادفی در دو گروه آزمایش (۳۵ نفر) و کنترل (۳۵ نفر) جایگزین شدند. گروه آزمایش به مدت ۸ هفته تحت آموزش الکترونیک با محتوای طراحیشده بر اساس مفاهیم فقهی-اخلاقی قرار گرفت، در حالی که گروه کنترل از شیوههای مرسوم آموزشی بهره برد. دادهها با استفاده از پرسشنامههای استاندارد شایستگیهای اخلاقی و مهارتهای زندگی در دو مرحله پیشآزمون و پسآزمون جمعآوری شد. برای تحلیل دادهها از آزمون t همبسته و تحلیل کوواریانس (ANCOVA) و مانکوا در نرمافزار SPSS نسخه ۲۶ استفاده شد. یافتهها نشان داد که بین نمرات پیشآزمون و پسآزمون گروه آزمایش در متغیرهای شایستگیهای اخلاقی و مهارتهای زندگی تفاوت معناداری وجود دارد. همچنین نتایج تحلیل کوواریانس حاکی از آن بود که آموزش ارائهشده تأثیر معناداری بر بهبود شایستگیهای اخلاقی و مهارتهای زندگی داشته است. این نتایج بر کارایی مداخله آموزشی طراحیشده در محیط یادگیری مجازی تأکید دارد و میتوان از آن به عنوان راهبردی نوین در برنامهریزیهای آموزشی بهره برد.
This research aimed to measure the effect of content-based e-learning with a jurisprudential-ethical approach on enhancing students' moral competencies and life skills. The present study was a quasi-experimental one with a pretest-posttest design and a control group. The statistical population consisted of students at Islamic Azad University, Sari Branch, in the academic year 2024-2025. From this population, 70 individuals were selected through simple random sampling and were randomly assigned to two groups: an experimental group (35 individuals) and a control group (35 individuals). The experimental group received e-learning for 8 weeks with content designed based on jurisprudential-ethical concepts, while the control group used conventional teaching methods. Data was collected using standardized questionnaires for moral competencies and life skills in two stages: pretest and posttest. For data analysis, dependent t-test, ANCOVA, and MANCOVA were used in SPSS version 26. The findings showed a significant difference between the pretest and posttest scores of the experimental group in the variables of moral competencies and life skills. The results of the ANCOVA analysis also indicated that the provided training had a significant effect on improving moral competencies and life skills. These results emphasize the effectiveness of the designed educational intervention in a virtual learning environment and can be used as a new strategy in educational planning.
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