شناسایی مؤلفه‌های سازنده آموزش‌های مجازی در دوره متوسطه شهرستان‌های استان تهران
محورهای موضوعی : آموزش مجازیزهرا تقی زاده قوام 1 , علیرضا عراقیه 2 , عباس خورشیدی 3
1 - کارشناس ارشد مدیریت آموزشی، واحد اسلامشهر، دانشگاه آزاد اسلامی، اسلامشهر، ایران
2 - دانشیار گروه علوم تربیتی، واحد اسلامشهر، دانشگاه آزاد اسلامی، اسلامشهر، ایران
3 - استاد گروه علوم تربیتی، واحد اسلامشهر، دانشگاه آزاد اسلامی، اسلامشهر، ایران
کلید واژه: یادگیری, آموزش و پرورش, آموزش مجازی, مؤلفه‌های سازنده, دوره متوسطه,
چکیده مقاله :
پژوهش حاضر، به شناسایی مؤلفه‌های سازنده آموزش‌های مجازی در دوره متوسطه آموزش و پرورش شهرستان‌های استان تهران، پرداخته است. این پژوهش یک پژوهش کاربردی و کمی است که از نظر نوع مطالعه از نوع پیمایشی مقطعی بود. جامعه آماری پژوهش کلیه کارکنان اداره کل آموزش و پرورش شهرستان‌های استان تهران است. برای انتخاب گروه نمونه معرف و هم‌چنین، افزایش دقت اندازه‌گیری، از روش نمونه‌گیری تصادفی طبقه‌ای استفاده شد که طی آن 181 نفر از کارکنان به عنوان نمونه انتخاب شدند. ابزار سنجش این پژوهش شامل پرسش‌نامه پژوهشگر ساخته است که پایایی آن با محاسبه ضریب آلفای کرونباخ برابر 0/97 بود. تجزیه و تحلیل داده‌ها در دو سطح آمار توصیفی و استنباطی صورت گرفت و پاسخ آزمودنی‌ها با آزمون تحلیل عاملی اکتشافی با کمک نرم افزار SPSS مورد تجزیه و تحلیل قرار گرفت. نتایج تحلیل عاملی بیانگر آن بود که مؤلفه‌های سازنده آموزش‌های مجازی مشتمل بر ده عامل در 141 شاخص به این ترتیب است: عامل اول برنامه‌ریزی آموزشی با 58 شاخص، عامل دوم یادگیری مطلوب با 21 شاخص، عامل سوم روابط با 14 شاخص، عامل چهارم بهره‌وری با 11 شاخص، عامل پنجم محیط مجازی با 9 شاخص، عامل ششم بازخورد با 5 شاخص، عامل هفتم تکنولوژی آموزشی با 6 شاخص، عامل هشتم تفکر منطقی با 5 شاخص، عامل نهم برنامه‌ریزی درسی با 5 شاخص، و عامل دهم عدالت آموزشی با 7 شاخص که در مجموع این شاخص‌ها و عوامل حدود 45% واریانس کل آموزش‌های مجازی را تبیین می‌کنند.
The present study has been designed to identify the constructive components of virtual education in the high schools of the cities of Tehran province. This research was practical and quantitative, which was a cross-sectional survey type. The statistical population included all employees of the department of education in Tehran province. A stratified random sampling method was used to select the representative sample group as well as increasing the accuracy of the measurements, during which 181 employees were selected as a sample. The measuring instrument of research was a researcher-made questionnaire and its reliability according to Cronbach's alpha coefficient was calculated as 0.97. Data analysis was carried out in two levels of descriptive and inferential statistics. The participants' response was analyzed by exploratory factor analysis using SPSS software. The results of factor analysis indicated that the components of virtual training consist of 10 factors and 141 indicators, as follows: The first factor is educational planning with 58 indicators, the second factor is favorable learning with 21 indicators, the third factor is relationship with 14 indicators, the fourth factor is productivity with 11 indicators, the fifth factor is virtual environment with 9 indicators, the sixth factor is feedback with 5 indicators, the seventh factor is educational technology with 6 indicators, the eighth factor is rational thinking with 5 indicators, the ninth factor is curriculum with 5 indicators, and the tenth factor is educational justice with 7 indicators. In total, these indicators and factors explain about 45% of the total variance of virtual training.
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Akaslan, D., Chong, L., & Effie, L. (2010). E-learning in the science of electricity in higher education in Turkey in terms of environment and energy. Society: Heath, Culture and the Environment Conference.
Darabi, S., Neiestani, M. R., & Babre, H. (2014). Identifying and prioritizing strategic planning components in virtual education (a qualitative study on the virtual university of Isfahan University). E-learning Academic Journal (Media), 5(3), 47-56. (in Persian).
Delbare, Sh. (2014). The effect of e-learning courses on the performance of the staff of the ministry of health and medical education. M.A. Thesis, Faculty of Education and Psychology, Islamic Azad University, Sari Branch. (in Persian).
Ebrahimzadeh, E. (2015). The transition from traditional university distance learning virtual campus: Innovation and challenge of change (case study). Journal of Research and Planning in Higher Education, 13(1), 113-134. (in Persian).
Fallahnezhad, A., & Janalizadeh, A. (2011). Improve efficiency in medical study skills and learning using information technology. Congress in Mazandaran University. (in Persian).
Farajollahi, M., & Dehbashi Sharif, F. (2010). The growth of distance education in Iran and the world. Tehran: Payame Noor Publication. (in Persian).
Fareghzadeh, N., & Kashi, A. (2014). Methods and tools to enhance the quality of education learning university professors Khodabande. New Approaches in Educational Administration, 5(1), 121-152. (in Persian).
Ferdosi, B., & Levy, Y. (2010). Development and validation of a model to investigate the impact of individual factors on instructors’ intention to use e-learning system. Interdisciplinary Journal of E-Learning Objects, 61(2), 238-295.
Freeze, R. D., Alshare, K. A., Peggy, L. L., & Wen, H. J. (2010). Is success model in e-learning context based on student’s perceptions. Information Systems Education, 21(2), 173-184.
Gharabaghi, S. H., & Sultan Mohammadi, Z. (2010). Discussion learning activity a novel approach to virtual education. Publication Strategies of Medical Education, 3(1), 35-39. (in Persian).
Javadifard, Z. (2011). A comparative analysis of e-learning in virtual universities of UK, Japan and Iran. M.A. Thesis, Faculty of Education and Psychology, University of Allameh Tabatabai. (in Persian).
Kargarzadeh, M. (2012). Factors contributing to the promotion of e-Learning in virtual university (Case study: Virtual light of Tuba). M.A. Thesis, Faculty of Education and Psychology, University of Islamic Azad. (in Persian).
Kerjcie, D. and Morgan, H. (1970). Determining sample size for research activities. Educational and Psychology Measurement. Retrieved 2017/01/29 from http:// movahedzadeh.blogsky.com
Khmer, F., & Hashemian Nezhad, F. (2013). The factors affecting e-learning teachers and staff at the University of Mashhad. The First Virtual Conference Afferent Training Courses in Islamic Azad University of Mashhad. (in Persian).
Klement, M., & Dostal, J. (2012). Evaluating management support for e-learning. Procadia-Social and Behavioral Sciences, 69(15), 907-914.
Marshall, S., & Taylor, W. (2013). Editorial: ICT and e-learning in secondary and tertiary education. Education and Development Using Information and Communication Technology (IJEDICT), 2(9), 2-3.
Mehrmohammadi, M. (2004). Re-thinking the concept and significance of education in the era of information and communication revolution. The Conference of Curriculum in the Era of Information and Communication Technology. Tehran: The Association of Iranian curriculum. (in Persian).
Monsefi, A. (2012). The feasibility of implementing e-learning in science education from the perspective of faculty members and students of Islamic Azad University. M.A. Thesis, Faculty of Education and Psychology, University of Islamic Azad. (in Persian).
Neyland, E. (2013). Integrating online learning in NSW secondary schools: Three schools perspectives on ICT adoption. Australia Journal of Educational Technology, 27(1), 152-170.
Puri, G. (2012). Critical success factors in e-learning an empirical study. International Journal of Multidisciplinary Research, 2(1), 149-161.
Sabori Khosroshahi, H., Kavosi, I., & Haghighi, M.R. (2013). Globalization and developments in education. Tehran: Press Homework.
Sangra, A., & Gonjalez, S. (2010). The role of information & communication technology in improving teaching & learning processes in primary & secondary school. Journal of ALTJ, 18(3), 207-220.
Seragy, F., Hosseini, H., & Sarve Dalyr, A. R. (2013). To determine the criteria for assessing the effectiveness of virtual training courses seminary. Journal of Theory and Practice in Curriculum, 1(1), 73-100. (in Persian).
Shah Baigy, F., & Nazary, S. (2011). E-learning: Benefits and limitations. Journal of Medical Education Development Center, 6(1), 47-54. (in Persian).
Sun, R., Tsai, R., Finger, G., Chen, Y., & Yeh, D. (2008). What drives a successful e-learning? An empirical investigation of the critical factors influencing learner satisfaction. Computer & Education, 50(4), 1183-1202.
Vafaeenagar, A., Mohammadi, M., Kheyabanitanha, B., & Ebrahimipour, H. (2011). Attitude and performance of faculty members to implement virtual education system in Mashhad University of Medical Sciences. Iranian Journal of Medical Education, 11(2), 120-127. (in Persian).
_||_Afsari, Gh. (2008). Educational needs of education office of Khorasan Razavi province. M.A. Thesis, Faculty of Management and Accounting, University of Tehran. (in Persian).
Akaslan, D., Chong, L., & Effie, L. (2010). E-learning in the science of electricity in higher education in Turkey in terms of environment and energy. Society: Heath, Culture and the Environment Conference.
Darabi, S., Neiestani, M. R., & Babre, H. (2014). Identifying and prioritizing strategic planning components in virtual education (a qualitative study on the virtual university of Isfahan University). E-learning Academic Journal (Media), 5(3), 47-56. (in Persian).
Delbare, Sh. (2014). The effect of e-learning courses on the performance of the staff of the ministry of health and medical education. M.A. Thesis, Faculty of Education and Psychology, Islamic Azad University, Sari Branch. (in Persian).
Ebrahimzadeh, E. (2015). The transition from traditional university distance learning virtual campus: Innovation and challenge of change (case study). Journal of Research and Planning in Higher Education, 13(1), 113-134. (in Persian).
Fallahnezhad, A., & Janalizadeh, A. (2011). Improve efficiency in medical study skills and learning using information technology. Congress in Mazandaran University. (in Persian).
Farajollahi, M., & Dehbashi Sharif, F. (2010). The growth of distance education in Iran and the world. Tehran: Payame Noor Publication. (in Persian).
Fareghzadeh, N., & Kashi, A. (2014). Methods and tools to enhance the quality of education learning university professors Khodabande. New Approaches in Educational Administration, 5(1), 121-152. (in Persian).
Ferdosi, B., & Levy, Y. (2010). Development and validation of a model to investigate the impact of individual factors on instructors’ intention to use e-learning system. Interdisciplinary Journal of E-Learning Objects, 61(2), 238-295.
Freeze, R. D., Alshare, K. A., Peggy, L. L., & Wen, H. J. (2010). Is success model in e-learning context based on student’s perceptions. Information Systems Education, 21(2), 173-184.
Gharabaghi, S. H., & Sultan Mohammadi, Z. (2010). Discussion learning activity a novel approach to virtual education. Publication Strategies of Medical Education, 3(1), 35-39. (in Persian).
Javadifard, Z. (2011). A comparative analysis of e-learning in virtual universities of UK, Japan and Iran. M.A. Thesis, Faculty of Education and Psychology, University of Allameh Tabatabai. (in Persian).
Kargarzadeh, M. (2012). Factors contributing to the promotion of e-Learning in virtual university (Case study: Virtual light of Tuba). M.A. Thesis, Faculty of Education and Psychology, University of Islamic Azad. (in Persian).
Kerjcie, D. and Morgan, H. (1970). Determining sample size for research activities. Educational and Psychology Measurement. Retrieved 2017/01/29 from http:// movahedzadeh.blogsky.com
Khmer, F., & Hashemian Nezhad, F. (2013). The factors affecting e-learning teachers and staff at the University of Mashhad. The First Virtual Conference Afferent Training Courses in Islamic Azad University of Mashhad. (in Persian).
Klement, M., & Dostal, J. (2012). Evaluating management support for e-learning. Procadia-Social and Behavioral Sciences, 69(15), 907-914.
Marshall, S., & Taylor, W. (2013). Editorial: ICT and e-learning in secondary and tertiary education. Education and Development Using Information and Communication Technology (IJEDICT), 2(9), 2-3.
Mehrmohammadi, M. (2004). Re-thinking the concept and significance of education in the era of information and communication revolution. The Conference of Curriculum in the Era of Information and Communication Technology. Tehran: The Association of Iranian curriculum. (in Persian).
Monsefi, A. (2012). The feasibility of implementing e-learning in science education from the perspective of faculty members and students of Islamic Azad University. M.A. Thesis, Faculty of Education and Psychology, University of Islamic Azad. (in Persian).
Neyland, E. (2013). Integrating online learning in NSW secondary schools: Three schools perspectives on ICT adoption. Australia Journal of Educational Technology, 27(1), 152-170.
Puri, G. (2012). Critical success factors in e-learning an empirical study. International Journal of Multidisciplinary Research, 2(1), 149-161.
Sabori Khosroshahi, H., Kavosi, I., & Haghighi, M.R. (2013). Globalization and developments in education. Tehran: Press Homework.
Sangra, A., & Gonjalez, S. (2010). The role of information & communication technology in improving teaching & learning processes in primary & secondary school. Journal of ALTJ, 18(3), 207-220.
Seragy, F., Hosseini, H., & Sarve Dalyr, A. R. (2013). To determine the criteria for assessing the effectiveness of virtual training courses seminary. Journal of Theory and Practice in Curriculum, 1(1), 73-100. (in Persian).
Shah Baigy, F., & Nazary, S. (2011). E-learning: Benefits and limitations. Journal of Medical Education Development Center, 6(1), 47-54. (in Persian).
Sun, R., Tsai, R., Finger, G., Chen, Y., & Yeh, D. (2008). What drives a successful e-learning? An empirical investigation of the critical factors influencing learner satisfaction. Computer & Education, 50(4), 1183-1202.
Vafaeenagar, A., Mohammadi, M., Kheyabanitanha, B., & Ebrahimipour, H. (2011). Attitude and performance of faculty members to implement virtual education system in Mashhad University of Medical Sciences. Iranian Journal of Medical Education, 11(2), 120-127. (in Persian).