مقایسه کیفیت یادگیری الکترونیکی و سبک¬های یادگیری دانش¬آموزان متوسطه دوم مدارس دولتی و غیر¬دولتی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
زهرا شعبانی بشلی
1
,
مجتبی رضایی راد
2
1 - کارشناس ارشد تکنولوژی آموزشی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران
2 - استادیار گروه تکنولوزی آموزشی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران
کلید واژه: سبک¬های یادگیری, کیفیت یادگیری الکترونیکی, مدارس دولتی , مدارس غیر دولتی, دوره متوسطه.,
چکیده مقاله :
پژوهش حاضر با هدف مقایسه کیفیت یادگیری الکترونیکی و سبکهای یادگیری دانشآموزان متوسطه دوم مدارس دولتی و غیردولتی، انجام شد. این پژوهش به لحاظ هدف، کاربردي؛ از نظر ماهیت، توصيفي و از نظر روش، علی-مقایسهای بود. جامعه آماری کلیه دانشآموزان متوسطه دوم مدارس غیرانتفاعی و مدارس دولتی آموزشوپرورش شهرستان قائمشهر و در سال تحصیلی 1402-1401 که تعداد 400 نفر(200 نفر از مدارس غیرانتفاعی و 200 نفر از مدارس دولتی) به شیوه نمونهگیری در دسترس به عنوان نمونه انتخاب شدند. ابزار گردآوری دادهها پرسشنامههای کیفیت یادگیری الکترونیکی حکیم‌زاده و آفندیده (1393) و سبکهای یادگیری تاولر و دیپبوی (2003)، بود. دادهها با استفاده از آزمونهای تحلیل واریانس چندمتغیره (مانوا) وt برای گروههای مستقل در سطح اطمینان 95 درصد (05/0 = α)، تحلیل شد. یافتهها نشان داد بین متغیرهای کیفیت یادگیری الکترونیکی و سبکهای یادگیری در دانشآموزان مدارس غیردولتی و دولتی تفاوت معناداری وجود دارد. بهطوریکه، دانشآموزان مدارس غیردولتی بهترتیب در فرصتهای یادگیری فردی، محتوا، سبک یادگیری تجربی و سبک یادگیری ساختاریافته از دانشآموزان مدارس دولتی بالاتر بودند.
The present study was conducted with the aim of comparing the quality of electronic learning and learning styles of secondary school students of public and private schools. This research is practical in terms of purpose; In terms of its nature, it was descriptive and in terms of its method, it was causal-comparative. The statistical population of all secondary school students of non-profit schools and public education schools in Qaim Shahr city and in the academic year 2021-2022, which is 400 people (200 people from non-profit schools and 200 people from public schools) in a sample way Available samples were selected as samples. The tools of data collection were Hakimzadeh & Afandedeh electronic learning quality questionnaires (2013) and Towler and Deepboy's (2003) learning styles. The data were analyzed using multivariate analysis of variance (MANOVA) and t tests for independent groups at a confidence level of 95% (α = 0.05). The findings showed that there is a significant difference between the variables of electronic learning quality and learning styles in non-government and government school students. So, the students of non-government schools were higher than the students of public schools in terms of individual learning opportunities, content, experiential learning style and structured learning style
Abdullah, A. H., Setiana, D., Susanto, H., & Besar, N. (2023). Reengineering Digital Education, Integrated Online and Traditional Learning, Shifting Paradigm of Blended Learning in Time and Post-Pandemic COVID-19. In P. Ordóñez de Pablos, X. Zhang, & M. Almunawar (Eds.), Handbook of Research on Education Institutions, Skills, and Jobs in the Digital Era (pp. 382-423). IGI Global. https://doi.org/10.4018/978-1-6684-5914-0.ch022.
Ahmadi, F; Suri, Maryam & Panahi, F. (2023). Investigating the effect of new teaching methods on increasing the quality of students' learning. The first international conference of psychology, social sciences, educational sciences and philosophy, Babol, Babol Higher Education Institute.
Alenezi, A. M. (2022). The Impact of Applying Technical Equipment on the Quality of e-Learning at Northern Border University. International Journal of Computer Science and Network Security, 22(2), 261-271.
Amani, F; Amani, A; & Mohammadpour, H. (2022).A Comparison of Motivational Beliefs, Self-regulated Strategies and Personality Characteristics and their Predictive Role in the Academic of Performance Gifted and Normal Students. Women and Family Studies, 5(15), 43-62.
Atai, F; Ahmadi, A. J; Kiyamanesh, A; Saif, A. A. (2019). The effectiveness of mindfulness training in increasing the motivation to study in middle school boys and girls. School Psychology Quarterly, 8(4), 176-199.
Bagheri, Gh; Ghazanfari, A; Nikdel, F. (2019). Examining the psychometric characteristics of the Fredericks academic enthusiasm questionnaire in secondary school students. Psychometric Quarterly, 7(28), 42-23.
Barrot, J. S., Llenares, I. I., & Del Rosario, L. S. (2021). Students' online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and information technologies, 26(6), 7321–7338.
Bergold, S., Wirthwein, L., & Steinmayr, R. (2020). Similarities and Differences between Intellectually Gifted and Average-Ability Students in School Performance, Motivation, and Subjective Well-Being. Journal of Gifted Child Quarterly, 64(4), 285-303.
Bisriyah, M. (2020). Exploring Blended Learning in Higher Education: Different Definitions and Teachers’ Perceptions. Journal of English Language Teaching and Learning (JETLE), 1(2), 38-46.
Bock, A., Kniha, K., Goloborodko, E., Lemos, M., Rittich, A. B., Möhlhenrich, S. C., Rafai, N., Holzle, F. & Modabber, A. (2021). Effectiveness of face-to-face, blended and e-learning in teaching the application of local anaesthesia: a randomised study. BMC medical education, 21(1), 1-8.
Dings, A., & Spinath, F. M. (2021). Motivational and personality variables distinguish academic underachievers from high achievers, low achievers, and overachievers. Journal of Social Psychology of Education, 24(4), 1461-1485.
Hakimzadeh, R; Afandideh, N. (2014). The necessity of evaluating E-learning courses. Tehran: Arena Publishing.
Hassni-Jafari, F; Abbasi, A. (2020). Comparison of electronic learning in the strategy of self-regulation skills and academic motivation in public and electronic schools in the field of experimental sciences. Education Technology Quarterly (Technology and Education), 15(1), 51-60.
Hayati, Z; Rasouli, E; Salimi, L. (2020). A review of the quality of effective learning experiences of learners in universities of medical sciences. Clinical Excellence Quarterly, 10(3), 30-40.
Isroani, F., Jaafar, N., & Muflihaini, M. (2022). Effectiveness of E- Learning Learning to Improve Student Learning Outcomes at Madrasah Aliyah. International Journal of Science Education and Cultural Studies, 1(1), 42- 51.
Kahyaoglu, M. (2013). A comparision between gifted students and non-gifted students’ learning styles and their motivation styles towards science learning. Journal of Educational Research and Reviews, 8(12), 890-896.
Keshiri, M; Taghizadeh, M. (2023). Learning styles and strategies of high- and low-achieving online master's students. Applied Linguistics and Applied Literature: Surveys and Advances, 11(1), 33-54.
Khosrowzadeh Omran, B. (2016). The relationship between learning styles and academic performance of students in normal and smart schools in Sari city. Master's thesis, field of educational planning, Islamic Azad University, Sari branch.
Li, L. (2020). An Action Research of O2O Blended Learning in the Integrated English Class under the Context of a Chinese Private Language University. The Online Journal of Distance Education and e-Learning, 8(1), 10-17.
Mastan, I. A., Sensuse, D. I., Suryono, R. R., & Kautsarina, K. (2022). Evaluation of distance learning system (e-learning): a systematic literature review. Jurnal Teknoinfo, 16(1), 132-137.
Naranji Thani, Fatima; Shah Hosseini; Mohammad Ali; and Ghorani, Atefeh. (1402). A systematic review of research related to the combined teaching-learning approach in Iranian universities. Information and Communication Technology Quarterly in Educational Sciences, 13(4), 132-152.
Najafi, Hossein. (2018). Comparison of the effect of combined and traditional teaching on learning. Research in Medical Science Education, 11(2), 63-54.
Najafi, Hossein. (2016). The relationship between the dimensions and indicators of combined education and the quality of learning in Payam Noor University. Information and Communication Technology Quarterly in Educational Sciences, 7(4), 59-80.
Nemati, M; Shomali oskoui, A; Sabri, H. (2023). Presenting the academic procrastination model based on self-directed learning strategies and parenting styles with the mediating role of academic self-efficacy. Sociology of Education, 9(1), 324-313.
Noori Khangah, Zahra; Sadati, Leila; Faryab Asl, Mohammad; Kerami, Sahar; Fethullahi, Sajjad; and Haj Firouzabadi, Marjan. (1401). The effect of teaching in a blended learning style on the educational outcomes of non-consecutive undergraduate students in the operating room. Research in medical science education, 14(1), 24-31.
Omidian M, Bagheban Zade F, Maktabi G H. (2019). The relationship of school climate and conflict resolution strategies with academic identity and engagement: the role of mediator conscientiousness. Shenakht Journal of Psychology and Psychiatry; 6 (5):14-26.
Rezaei Rad, M; Sadati Motlagh, S. L. (2018). Comparison of achievement motivation, self-esteem, A sense of belonging to the school and academic performance of students in public schools, state sample, intelligent and gifted Sari city. Research in Curriculum Planning, 14(55), 67-74.
Rezaei-Rafi, Z; Rezaei-Manesh, M. (2019). The relationship between learning styles and academic achievement of primary school students. Monthly New Achievements in Humanities Studies, 2(20), 57-67.
Saidan, S. A; Alamdar, S. A. (2020). Comparison of problem solving styles of gifted and normal female students. Third International Conference on Women, Childbirth, Infertility and Mental Health, Tehran, International Organization of Academic Studies, University of Georgia.
Shafiei, S; Sharifzadeh, M. (2020). Examination of students' learning styles. Quarterly Journal of Contemporary Research in Science and Research, 2(13), 44-35.
Supriyatno, T., Susilawati, S., & Hassan, A. (2020). E-learning development in improving students' critical thinking ability. Cypriot Journal of Educational Sciences, 15(5), 1099 - 106.
Towler, A. J., & Dipboye, R. L. (2003). Development of a Learning Style Orientation Measure. Organizational Research Methods, 6(2), 216-235.
Umar, M., & Ko, I. (2022). E-Learning: Direct Effect of Student Learning Effectiveness and Engagement through Project-Based Learning, Team Cohesion, and Flipped Learning during the COVID-19 Pandemic. Sustainability, 14, 1724. https://doi.org/10.3390/su14031724.
Zahid Babelan, A; Mehravar Giglo, Sh; Kazemi, S; Javidpour, M. (2023). Evaluating the quality of electronic education in the higher education system using the Helm evaluation model during the Corona pandemic. Research in medical science education, 15(1), 13-21.
