رابطه بین ابعاد و شاخص‌های آموزش ترکیبی و کیفیت‌بخشی به یادگیری در دانشگاه پیام نور

نوع مقاله: مقاله پژوهشی

نویسنده

استادیار گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران

چکیده

هدف اصلی تحقیق حاضر، بررسی رابطه بین ابعاد و شاخص‌های آموزش ترکیبی و کیفیت ‌بخشی به یادگیری در دانشگاه پیام نور است. این پژوهش، به ‌صورت توصیفی- پیمایشی انجام شده است. جامعه آماری شامل 4000 نفر از اعضای هیأت‌ علمی دانشگاه پیام نور بود. از میان آنها، 343 نفر با استفاده از روش نمونه‌گیری تصادفی طبقه‌ای و بر اساس جدول کرجسی و مورگان، به ‌عنوان نمونه انتخاب شدند. شیوه جمع‌آوری اطلاعات، دو پرسش‌نامه محقق ساخته بود که یکی پرسش‌نامه آموزش ترکیبی و دیگری پرسش‌نامه کیفیت‌‌بخشی به یادگیری بود. برای شناسایی مؤلفه‌های آموزش ترکیبی و کیفیت‌ بخشی به یادگیری از دیدگاه استادان خبره استفاده شد که به‌ترتیب برای آموزش ترکیبی، چهار بعد پداگوژیکی، روش‌شناسی، فن‌آوری و سبک یادگیری با 32 سؤال و ضریب آلفای کرونباخ 0/80 و برای بعد کیفیت‌ بخشی به یادگیری، هفت مؤلفه با 48 سؤال و ضریب آلفای کرونباخ 0/83 به دست آمد. برای تحلیل داده‌ها از ضریب همبستگی و رگرسیون به کمک نرم‌افزار PLS استفاده شد. نتیجه اولیه تحقیق، نشان داد که وضعیت ابعاد و شاخص‌های آموزش ترکیبی و کیفیت ‌بخشی به یادگیری در دانشگاه پیام نور مناسب است. نتایج نهایی تحقیق نیز نشان داد، آموزش ترکیبی به همراه سه بعد پداگوژیکی؛ فن‌آوری و سبک یادگیری بر یادگیری تأثیر دارد. اما، بعد روش‌شناسی بر یادگیری تأثیر ندارد. هم‌چنین، یافته‌ها نشان از تأثیر آموزش ترکیبی بر یادگیری و مناسب بودن برازش مدل نهایی تحقیق دارد.

موضوعات


عنوان مقاله [English]

The Relationship between the Dimensions of Blended Learning and Learning Quality: A Case of PNU

نویسنده [English]

  • Hossein Najafi
Assistant Professor, Department of Education, Payame Noor University, Tehran, Iran
چکیده [English]

The purpose of the present research was to examine the relationship between the dimensions and indicators of blended learning andimproving learning quality in Payame Noor University. This research was carried out as a descriptive survey. The statistical population consisted of 4000 faculty members of Payame Noor University. Among them and based on Krejcie and Morgan Table 343 people were selected as sample using random sampling method. Data were collected using two questionnaires: blended learning questionnaire and learning quality questionnaire. Expert opinion was used to identify the components of these variables. Consequently, four dimensions were identified for blended learning- i.e. pedagogy, psychology, technology, and learning style-with 32 items and a Cronbach's alpha of 0.80. Learning quality was measured using seven components and 48 items (a Cronbach's alpha of 0.83). To analyze the data, correlation coefficient and regression analysis were used in PLS software. Preliminary results showed that blended learning and learning quality in Payame Noor University are at acceptable levels. Final results indicated that blended learning and three of its components (i.e. pedagogy, technology and learning style) had a significant effect on learning quality. However, the Psychology dimension had no significant effect on the quality of learning. In addition, the results showed that the model fits the data well. 

کلیدواژه‌ها [English]

  • blended learning
  • strategic model
  • improving learning
  • transformational approach
  • redesigning the teaching-learning process
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