تأثیر یادگیری سیار بر اساس الگوی طراحی آموزشی گانیه بر راهبردهای یادگیری خودتنظیمی دانشجویان

نوع مقاله: مقاله پژوهشی

نویسندگان

1 کارشناس ارشد تکنولوژی آموزشی، دانشگاه اراک، اراک، ایران

2 استادیار گروه روان‌شناسی و علوم تربیتی، دانشگاه اراک، اراک، ایران

چکیده

پژوهش حاضر، با هدف بررسی تأثیر یادگیری سیار بر اساس الگوی طراحی آموزشی گانیه بر راهبردهای یادگیری خودتنظیمی دانشجویان انجام گرفت. روش پژوهش شبه تجربی از نوع پیش‌آزمون- پس‌آزمون همراه با گروه کنترل بود. جامعه آماری شامل کلیه دانشجویان رشته علوم تربیتی- گرایش تکنولوژی آموزشی دانشگاه اراک به تعداد 145 نفر بود. نمونه عبارت از دانشجویانی دختری بود که واحد درس مقدمات کامپیوتر را اخذ نموده‌اند. در پژوهش حاضر از روش نمونه‌گیری در دسترس استفاده شد. حجم نمونه مورد مطالعه 34 نفر بود. با استفاده از یک پرسش‎نامه محقق‌ساخته، میزان تبحر و آشنایی دانشجویان با فن‌آوری‌های رایانه‌ای مورد سنجش قرار گرفت. پس از تعیین سطح هر یک از افراد و ارایه آموزش‌های مورد نیاز، همه افراد همتاسازی شدند و به خط پایه رسیدند، سپس به طور تصادفی در دو گروه 17 نفره قرار گرفتند. در این مطالعه، جهت گردآوری داده‌ها از پرسش‎نامه راهبردهای یادگیری خودتنظیمی پنتریچ و دی‌گروت‎ که دارای خرده مقیاس‌های راهبردهای شناختی (تکرار و مرور، بسط و گسترش، سازمان‌دهی و درک مطلب) و راهبردهای فراشناختی و خودنظم‌دهی (برنامه‌ریزی، نظارت و کنترل و نظم‌دهی) بود استفاده شد. به منظور تحلیل استنباطی داده‌ها از آزمون تحلیل کوواریانس استفاده شد. نتایج پژوهش نشان داد یادگیری سیار بر اساس الگوی طراحی آموزشی گانیه به طور کلی منجر به افزایش راهبردهای یادگیری خودتنظیمی دانشجویان شد. ولی، در خرده مؤلفه‌های درک مطلب، برنامه‌ریزی و نظم‌دهی تفاوت معناداری بین گروه‌ها مشاهده نشد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The Effect of Mobile Learning Based on Gagne's Instructional Design on University Students' Self-Regulated Learning Strategies

نویسندگان [English]

  • Afsaneh Hamzehie 1
  • Mohsen Bagheri 2
  • Saeed Moosavipour 2
1 M.A. in Educational Technology, University of Arak, Arak, Iran
2 Assistant Professor, Department of Psychology and Educational Sciences, University of Arak, Arak, Iran
چکیده [English]

This research was conducted to investigate whether mobile learning based on Gagne's instructional design has any effect on university students' self-regulated learning strategies. A quasi-experimental study with pretest-posttest design and a control group was applied as the method of research. The statistical population included all the students of Educational Sciences with Educational Technologies subfield at the University of Arak who were 45 people. Sample consisted of students who take the course of Introduction to Computer Skills. Convenience sampling was used in the study. The sample size was 34 students. Using a researcher made questionnaire, the degree of students' expertise and familiarity with computer-based technology was measured. After determining the level of each person and presenting the required training, all individuals matched and met the baseline, then randomly assigned to two groups of 17 people. In order to collect data, Pintrich and DeGroot self-regulated learning strategies questionnaire was employed which contains subscales of cognitive strategies (rehearsal, elaboration, organizing and understanding) and metacognitive strategies (planning, monitoring and regulating). In order to inferential analysis the data, covariance analysis was used. The results showed that mobile learning based on Gagne's Instructional Design Model generally increases the self-regulated learning strategies of students, but there were no significant differences between the groups in sub-components of the understanding, planning and regulating.

کلیدواژه‌ها [English]

  • mobile learning
  • Gagne's instructional design
  • self-regulated learning strategies
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