مطالعه رابطه انواع تعامل در یادگیری الکترونیکی با کیفیت یادگیری مشارکتی (موردمطالعه: دانشجویان کارشناسی ارشد آموزش محیط‌زیست)

نوع مقاله: مقاله پژوهشی

نویسنده

استادیار، گروه علوم تربیتی دانشگاه پیام نور

چکیده

نظام یادگیری الکترونیکی به‌عنوان رویکرد آموزشی عصر حاضر، همواره با پیچیدگی­های مربوط به نحوه تعامل و کیفیت مشارکت در یادگیری روبه­رو بوده است، ازاین‌رو متخصصان این حوزه به ارائه راه­حل­های متفاوتی پرداخته­اند. بر این اساس، هدف از این پژوهش، بررسی رابطه انواع تعامل در یادگیری الکترونیکی با کیفیت یادگیری مشارکتی است. پژوهش حاضر از نوع توصیفی- همبستگی است و به روش پیمایشی انجام شده است. جامعه آماری پژوهش شامل کلیه دانشجویان کارشناسی ارشد الکترونیکی رشته آموزش محیط‌زیست به تعداد 172 نفر است که با استفاده از فرمول کوکران 120 نفر از آنها به روش نمونه­گیری تصادفی ساده انتخاب‌شده و به پرسشنامه محقق ساخته که روایی و پایایی آن مورد تائید قرار گرفت، پاسخ دادند. یافته­های پژوهش با استفاده از روش‌های آمار توصیفی و استنباطی تحلیل شد. نتایج آزمون ضریب همبستگی پیرسون نشان‌دهنده این است که میان انواع تعامل (استاد- دانشجو، دانشجو- دانشجو، دانشجو- محتوا، استاد- محتوا، استاد- استاد) با کیفیت یادگیری مشارکتی در آموزش الکترونیکی رابطه معنی‌دار و مستقیم وجود دارد درحالی‌که میان تعامل (محتوا- محتوا) با کیفیت یادگیری مشارکتی رابطه معنی‌داری دیده نشد. همچنین نتایج آزمون فریدمن که به‌منظور رتبه‌بندی انواع تعامل مورداستفاده قرار گرفت نشان داد که تعامل «دانشجو- دانشجو» دارای بیشترین اهمیت در کیفت یادگیری مشارکتی و تعامل «استاد-استاد » و «محتوا- محتوا » دارای کمترین اهمیت در میان انواع تعاملات می­باشد. لذا به نظر می­رسد تعاملی که میان دانشجویان برقرار می‌شود تضمین‌کننده کیفیت یادگیری مشارکتی در آموزش الکترونیکی است.

کلیدواژه‌ها


عنوان مقاله [English]

Study of the Relationship of the various Interaction Types in E-learning with Collaborative Learning Quality (Case Study of Master's Students in Environmental Education)

نویسنده [English]

  • Marjan Masoomifard
Assistant Professor, Department of Educational Sciences, Payame Noor University
چکیده [English]

The e-learning system as an educational approach of the present age has always been faced with complexity of the interaction and quality of Collaboration in learning, hence the experts in this field have prepared different solutions. Accordingly, the purpose of this study was to investigate the relationship between the various types of interaction in e-learning with collaborative learning quality. This study is a descriptive-correlational and conducted through a survey method. The statistical population of the study consisted of 172 undergraduate students of e-learning in environmental education, Using Cochran's formula, 120 of them were selected by simple random sampling and completed a researcher-made questionnaire whose validity and reliability were confirmed. The research findings were analyzed using descriptive and inferential statistics. The results of Pearson correlation coefficient show that there is a meaningful and direct relation between the types of interaction (teacher-student, student-student, student-content, content-teacher, teacher-teacher) with collaborative learning quality in e-learning, While There was no significant relationship between interaction (content-content) and the quality of collaborative learning. Also, the results of the Friedman test, used to rank the types of interaction, showed that student-student interaction had the most importance in collaborative learning, and the interaction between "teacher-teacher" and "content-content" had the least importance among types Interactions. Therefore, it seems that the interactivity that exists between students ensures the quality of collaborative learning in e-learning.

کلیدواژه‌ها [English]

  • Types of interactions
  • E-Learning
  • collaborative learning
  • quality
  • Environmental Education
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