ارزیابی دوره‌های آموزش الکترونیکی بر اساس اصول مبنایی و طراحی انگیزه‌ای آموزش و همبستگی آن با پیشرفت یادگیری و رضایت از دوره‌ در آموزش عالی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار تکنولوژی آموزشی پژوهشکده تحقیق و توسعه علوم انسانی«سمت»

2 استاد تمام گروه علوم تربیتی دانشگاه تربیت مدرس

3 استادیار گروه علوم تربیتی دانشگاه فرهنگیان

چکیده

پژوهش حاضر با هدف ارزیابی دوره‌های آموزش الکترونیکی بر اساس اصول مبنایی آموزش مریل و طراحی انگیزه‌ای کلر و همبستگی آن با پیشرفت یادگیری و رضایت از دوره‌ در آموزش عالی انجام شد. در این پژوهشِ از نوع همبستگی، تعداد 546 نفر از دانشجویان حاضر در دوره‌های آموزشی الکترونیکی مقطع کارشناسی دانشگاهها، با روش نمونه گیری خوشه‌ای چند مرحله‌ای به عنوان نمونه انتخاب شدند. ارزیابی کیفیت دوره‌ها با استفاده از ابزار ارزشیابی کیفیت آموزش اثربخش بر اساس اصول مبنایی و طراحی انگیزه ای - کنترل ارادی با ضریب پایایی آلفای کرانباخ 79/0 انجام شد. پیشرفت یادگیری و رضایت از دوره به ترتیب با استفاده از مقیاس سنجش پیشرفت یادگیری با ضریب پایایی75/0، و رضایت از دوره با ضریب پایایی 83/0 مورد سنجش قرار گرفت. نتایج حاصل از آزمون‌های همبستگی، تحلیل واریانس و رگرسیون چند متغیری نشان دهنده همبستگی مثبت و معنادار میان تلفیق اصول مبنایی آموزش و عناصر انگیزه‌ای – کنترل ارادی با پیشرفت یادگیری و رضایت دانشجویان از دوره بود. در این میان عناصر فعال‌سازی، نمایش، یکپارچگی، حل مسئله، توجه، ارتباط، خودتنظیمی و کنترل محیط بیشترین همبستگی را با این متغیرها نشان دادند. در مجموع، نتایج حاکی از ارتباط معنادار اصول مبنایی و انگیزه‌ای با کیفیت دوره‌های آموزش الکترونیکی بود.

کلیدواژه‌ها


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Marder, J., Göllner, R., Wagner, W., Fauth, B. (2021). Ask me, I (Dis) agree! Acquiescence in student ratings of teaching quality in German vocational schools, Studies in Educational Evaluation, Volume 68, 100937. https://doi.org/10.1016/j.stueduc.2020.100937
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