سامانه مدیریت نشریات علمی دانشگاه شهید بهشتی

نارنجی ثانی, فاطمه, شامرادی, زهرا. (1401). بررسی مولفه های مرتبط با اثربخشی یادگیری همراه در آموزش عالی. , 15(2), 253-280. doi: 10.48308/mpes.2022.102564
فاطمه نارنجی ثانی; زهرا شامرادی. "بررسی مولفه های مرتبط با اثربخشی یادگیری همراه در آموزش عالی". , 15, 2, 1401, 253-280. doi: 10.48308/mpes.2022.102564
نارنجی ثانی, فاطمه, شامرادی, زهرا. (1401). 'بررسی مولفه های مرتبط با اثربخشی یادگیری همراه در آموزش عالی', , 15(2), pp. 253-280. doi: 10.48308/mpes.2022.102564
نارنجی ثانی, فاطمه, شامرادی, زهرا. بررسی مولفه های مرتبط با اثربخشی یادگیری همراه در آموزش عالی. , 1401; 15(2): 253-280. doi: 10.48308/mpes.2022.102564

بررسی مولفه های مرتبط با اثربخشی یادگیری همراه در آموزش عالی

مدیریت و برنامه ریزی در نظام های آموزشی
مقاله 11، دوره 15، شماره 2 - شماره پیاپی 29، 1401، صفحه 253-280    اصل مقاله (1.13 M)
نوع مقاله: علمی - پژوهشی
شناسه دیجیتال (DOI): 10.48308/mpes.2022.102564
نویسندگان
فاطمه نارنجی ثانی* 1؛ زهرا شامرادی2
1استادیار گروه مدیریت و برنامه ریزی آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران
2کارشناس ارشد مدیریت آموزشی، گروه مدیریت و برنامه ریزی آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران
چکیده
هدف: پژوهش حاضر باهدف بررسی ‌مؤلفه‌های ‌مرتبط با اثربخشیِ یادگیریِ ‌همراه در آموزش عالی انجام‌شده است.
مواد و روش‌ها: روش پژوهش ازنظر هدف، کاربردی و از منظر گردآوری داده‌ها آمیخته از نوع اکتشافی (کیفی-کمی) است. جامعه آماری پژوهش شامل؛ کلیه دانشجویان مشغول به تحصیل (1068 نفر) در موسسه آموزش عالی مهر البرز (سال تحصیلی 98-99) بوده است که با استفاده از روش نمونه‌گیری تصادفی ساده و فرمول کوکران 282 نفر به‌عنوان نمونه انتخاب شدند. به‌منظور تحقق اهداف پژوهش، ابتدا پیشینۀ تحقیقیِ موجود و مرتبط موردبررسی و بی‌آنکه نظریۀ خاصی مبنای کار قرار داده شود، بامطالعه و تلفیق الگوهای موجود درزمینۀ مؤلفه‌های مرتبط با اثربخشی یادگیریِ همراه از یک‌سو و انتخاب مؤلفه‌هایی که بیشترِ پژوهشگران به آن‌ها اشاره‌کرده‌اند از سوی دیگر، 15 مؤلفه شناسایی‌شده و بر اساس آن الگوی مفهومی پژوهش بازنمایی گردید. مؤلفه‌های مذکور عبارت‌اند از؛ نگرش دانشجویان به یادگیریِ همراه، قصد تداومِ یادگیری همراه، سواد فناوری اطلاعات و ارتباطات، پشتیبانی (مالی، فنی، آموزشی و دانشجویی)، انعطاف‌پذیری، تعامل در یادگیریِ همراه، کیفیت محتوی الکترونیکی، درکِ سودمندی یادگیری همراه، سهولت استفاده از یادگیری همراه، استقلال، خودکارآمدی و هنجارهای ذهنی یادگیرنده، وجود زیرساخت و دسترسی به نرم‌افزارها و سخت‌افزارهای موردنیاز برای یادگیری همراه. سپس مؤلفه‌های شناسایی‌شده بر اساس میزان ارتباط معنایی و محتوی در سه مؤلفه کلی‌تر شامل؛ مؤلفه‌های مرتبط با فرایند یاددهی- یادگیری[1]، ویژگی‌های فردی یادگیرنده و فناوری طبقه‌بندی شدند. در مرحلۀ بعد به‌منظور اعتبارسنجی الگوی مفهومی و بررسی وضعیت موجود در مؤسسه آموزش عالی مهر البرز پرسشنامه‌ای با 60 سؤال بسته پاسخ ساخته و اجرا شد. روایی پرسشنامه با نظر متخصصان، روایی سازه با استفاده از تحلیل عاملی و پایایی آن نیز با استفاده از آلفای‌ کرونباخ 0.97% محاسبه و به تأیید رسید.
یافته‌ها: نتایج حاصل از تحلیل داده‌ها نشان می‌دهد: 1. الگوی طراحی‌شده از برازش مطلوبی برخوردار است. 2. از دیدگاه دانشجویان وضعیت موجود کلیه مؤلفه‌های مرتبط با اثربخشیِ یادگیریِ ‌همراه از میانگین نظری (2.5) پایین‌تر می‌باشد. 3؛ و درنهایت دانشجویان اظهار می‌دارند که از بین مؤلفه‌های شناسایی‌شده، هنجارهای ذهنی یادگیرنده دارای بیشترین اهمیت در اثربخشیِ یادگیریِ ‌همراه و وجود زیرساخت مناسب از کمترین اهمیت برخوردار است.
نتیجه‌گیری: مجریان و سیاست‌گذاران موسسه آموزش عالی مهر البرز (الکترونیکی) قبل از پیاده‌سازی نظام یادگیریِ ‌همراه و به هنگام تدوین برنامه راهبردی و عملیاتی ضروری است به اهم مؤلفه‌های مؤثر برافزایش اثربخشی نظام مذکور نظیر؛ قصد تداومِ یادگیری همراه، سواد فناوری اطلاعات و ارتباطات، درکِ سودمندی یادگیری همراه، سهولت استفاده از یادگیریِ ‌همراه و تأمین زیرساخت مناسب جهت پیاده‌سازی آن توجه نمایند. در این راستا پیشنهاد می‌گردد به‌منظور بهبود مستمر کیفیت و افزایش اثربخشی یادگیریِ ‌همراه، سازوکارهای عملیاتی بر اساس اهم چالش‌های شناسایی‌شده طراحی، اجرا و مورد ارزیابی مستمر قرار گیرد.
کلیدواژه‌ها
یادگیری همراه؛ اثربخشی؛ محیط الکترونیکی؛ نظام آموزش عالی
عنوان مقاله [English]
Examining the Components of Mobile-Learning Effectiveness in Higher Education
نویسندگان [English]
Fatemeh Narenji thani1؛ Zahra Shahmoradi2
1Assistant Professor, Department of Educational Administration and Planning, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
2MA of Educational Administration, Department of Educational Administration and Planning, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
چکیده [English]
Objectives: This study aimed to study the related components of the effectiveness of mobile-learning in higher education.
Materials and Methods: The research method is an applied one in terms of purpose and the data collection is mixed (qualitative-quantitative). The study's statistical population includes all students studying (1068 people) at Mehr Alborz Institute of Higher Education. By using a simple random sampling method and the Cochran formula, 282 people were selected as the sample. First, the existing and relevant literature review is examined to achieve the purpose. Then by studying and combining existing models in the field of related components to m-learning effectiveness and also selecting the components mentioned by most researchers, the component was identified; based on it, the conceptual model of the research was represented. The components are students' attitude towards mobile learning, intention to continue mobile learning, ICT literacy, support system (financial, technical, educational, and student), flexibility, interaction in mobile learning, quality of electronic content, understanding of the usefulness of mobile learning, ease of using mobile learning, independence, self-efficacy and mental norms of the learner, the existence of infrastructure and access to the software and hardware required for mobile learning. The identified components are categorized based on the degree of semantic and content relationship in three more general components, including components related to the teaching-learning process, individual characteristics of the learner, and technology. In the next step, to validate the conceptual model and review the current situation of the institution, a questionnaire with 60 closed-ended questions was prepared and implemented. The validity of the questionnaire was calculated and confirmed by experts, the validity of the structure was confirmed by using factor analysis, and its reliability was calculated by using Cronbach's alpha of 0.97%.
Discussion and Conclusions: The results of the data analysis show: 1. The designed model has a good fit. 2. From the students' point of view, the current situation of all components related to the effectiveness of m-learning is lower than the theoretical average (2.5). 3. Students state that among the identified components, the learner's mental norms are the most important in the effectiveness, and appropriate infrastructure is the least important. Before implementing the m-learning system and when developing a strategic and operational plan, executors and policymakers of Mehr Alborz Higher Education Institute (Electronic) must pay attention to issues such as the intention of continuing mobile learning, information, and communication technology literacy, understanding the usefulness of mobile learning, ease of using mobile learning and providing the appropriate infrastructure for its implementation. In this regard, to continuously improve the quality and increase the effectiveness of mobile learning, it is suggested that operational mechanisms be designed, implemented, and continuously evaluated based on the most critical identified challenges.
کلیدواژه‌ها [English]
Mobile Learning, Effectiveness, E-learning Environment, Higher Education
مراجع

Adwan, A. S., Al-Madadha, A., & Zvirzdinaite, Z. (2018). Modeling Students’ Readiness to Adopt Mobile Learning in Higher Education, An Empirical Study. International Review of Research in Open and Distributed Learning, 19(1), 221-241.

 Ahmad Ahmad, T. (2020). Student perceptions on using cell phones as learning tools: Implications for mobile technology usage in Caribbean higher education institutions. PSU Research Review. 4(1), 25-43

Albastroiu, I., & Felea, M. (2016). Mobile Learning in higher education: a survey among the students of the Bucharest University of Economic Studies. In the International Scientific Conference eLearning and Software for Education,2(18),18-23.

Al-Emran, M., Elsherif, H. M., & Shaalan, K. (2016). Investigating attitudes towards the use of mobile learning in higher education. Computers in Human Behavior, 56(1), 93-102.

Alkhalaf, S., Amasha, M., & Al-Jarallah, A. (2017). Using M-learning as an effective device in teaching and learning in higher education in Saudi Arabia. International Journal of Information and Education Technology, 7(6). 411–416.

Al-Rahmi, A. M., Al-Rahmi, W. M., Alturki, U., Aldraiweesh, A., Almutairy, S., & Al-Adwan, A. S. (2021). Exploring the factors affecting mobile learning for sustainability in higher education. Sustainability, 13(14), 78–93.

Alrasheedi, M., & Capretz, L. F. (2015). An empirical study of critical success factors of mobile learning platforms from the perspective of instructors. Procedia-Social and Behavioral Sciences, 17(6), 211–219.

Ansari, M. S., & Tripathi, A. (2017). An investigation of the effectiveness of mobile learning apps in higher education in India. International Journal of Information Studies and libraries, 2(1), 33–41.

Bettayeb, H., Alshurideh, M. T., & Al Kurdi, B. (2020). The effectiveness of mobile learning in UAE universities: a systematic review of motivation, self-efficacy, usability, and usefulness. Int. J. Control Autom, 13(2), 1558–1579.‏

 Briz-Ponce, L., Pereira, A., Carvalho, L., Juanes-Méndez, J. A., & García-Peñalvo, F. J. (2017). Learning with mobile technologies–Students’ behavior. Computers in Human Behavior, 72(7), 612-620.

Buabeng-Andoh, C. (2021). Exploring University students’ intention to use mobile learning:

A research model approach. Education and information technologies, 26(1), 241-256.

Chang, W. H., Liu, Y. C., & Huang, T. H. (2017). Perceptions of learning effectiveness in M-learning: Scale development and student awareness. Journal of Computer Assisted Learning, 33(5), 461-472.

 Cheon, J., Lee, S., Crooks, S. M., & Song, J. (2012). An investigation of mobile learning readiness in higher education based on the theory of planned behavior. Computers & Education, 59(3), 1054–1064.

Chiu, H. S. (2019). Dataset of mobile learning effectiveness on learning Computer Programming in Community College. Data, in brief, 26(4), 124–525.

Chou, C. M., Shen, T. C., Shen, C. H., & Hsiao, H. C. (2019). A Investigate of Influence Factor for Tertiary Students’ M-learning effectiveness: Adjust Industry 4.0 & 12-Year Curriculum of Basic Education. International Journal of Psychology and Educational Studies, 6(2), 66–76.‏

Coleman, E., & O’Connor, E. (2019). The role of WhatsApp® in medical education; a scoping review and instructional design model. BMC medical education, 19(1), 1–13.

Danaher, P. (2009). Transforming the practice of mobile learning: promoting pedagogical innovation through educational principles and strategies that work. In Innovative mobile learning: Techniques and technologies, 10(4), 21–46.

Demir, K., & Akpinar, E. (2018). The Effect of Mobile Learning Applications on Students’ Academic Achievement and Attitudes toward Mobile Learning. Malaysian Online Journal of Educational Technology, 6(2), 48-59.

Doshman Ziari, A (2017). Identify and rank the components affecting mobile learning. Journal of Strategic Knowledge Interdisciplinary Studies. 8 (30), 207-234. (In Persian).

El-Sofany., H, F & El-Haggar, N. (2020). The Effectiveness of Using Mobile Learning Techniques to Improve Learning Outcomes in Higher Education. International Association of Online Engineering.14(8),1–18.

Fahad, F. N. (2009). Students’ attitudes and perceptions towards the effectiveness of mobile learning in King Saud University, Saudi Arabia. Online Submission, 8(2), 1–10. 

Gorghiu, G., Pribeanu, C., Lamanauskas, V., & Šlekienė, V. (2020). The usefulness of mobile teaching and learning as perceived by Romanian and Lithuanian science teachers. Problems of education in the 21st century, 78(5), 719-733.

Grünberger, N., & Szucsich, P. (2021). Sustainability in a Digital Age as a Trigger for Organizational Development in Education. In Digital Transformation of Learning Organizations (pp. 189-202). Springer, Cham.

Hameed, F., & Qayyum, A. (2018). Determinants of behavioral intention towards mobile learning in Pakistan: Mediating role of attitude. Business and Economic Review, 10(1), 33-61.

Herrera-Bernal, J. A., del Carmen Ramírez-Hernández, D., & Ramírez-Montoya, M. S. (2020). Applied competencies for students by using m-learning devices in higher education: Knowledge, skills, and attitudes. In Mobile Devices in Education: Breakthroughs in Research and Practice,8(3), .44-67.

 Hoi, V. N. (2020). Understanding higher education learners’ acceptance and use of mobile devices for language learning: A Rasch-based path modeling approach. Computers & Education, 14(6), 103–761.

Hsiung Wu, W. H., Wu, Y. C. J., Chen, C. Y., Kao, H. Y., Lin, C. H., & Huang, S. H. (2012). Review of trends from mobile learning studies: A meta-analysis. Computers & Education, 59(2), 817-827.

Huang, Y. M., & Chiu, P. S. (2015). The effectiveness of a meaningful learning‐based evaluation model for context‐aware mobile learning. British Journal of Educational Technology, 46(2), 437-447

Hussein, M. O. M., & Cronje, J. C. (2010). Defining mobile learning in the higher education landscape. Journal of Educational Technology & Society, 13(3), 12-21

Kalaiarasi,V and Siva poonguzhali. (2019). Effectiveness of m-learning in higher education. AEIJMR,17(2). 32-40.

Karami, R. (2015). Evaluation of the effectiveness of mobile learning in agricultural higher education. Iranian Journal of Agricultural Economics Research and Development, 47 (2), 441–451. (In Persian).

 Karim Darus & Hussin. (2006). Mobile phone applications in academic library services: A students’ feedback survey. Campus-Wide Information System, 23(1), 35-51

Karimi, S. B., Soltani, A., & Nozohouri, R. (2015). Feasibility of m-learning at university: The Case of Payam Noor university in Bukan. Journal of Instruction and Evaluation, 7(28), 111-125. (In Persian).

Kiwani Nargour, M. (2016). Identify and prioritize the key factors of mobile learning success based on multi-criteria decision-making methods. Master Thesis. Mehr Alborz Higher Education Institute. (In Persian).

Lai, C. L., & Hwang, G. J. (2014). Effects of mobile learning time on students’ conception of collaboration, communication, complex problem–solving, metacognitive awareness, and creativity. International Journal of Mobile Learning and Organization, 8(3-4), 276-291.

Lavidas, K., Athanassopoulos, S., Priovolou, K., Lappa, A., & Voutsina, L. (2019). Investigating practices and perceptions of higher education students concerning the utilization of mobile devices in their studies. Ανοικτή Εκπαίδευση: το περιοδικό για την Ανοικτή και εξ Αποστάσεως Εκπαίδευση και την Εκπαιδευτική Τεχνολογία, 15(2), 114-123

Mahmoodi, F., Habibi Ramiani, E., & Babazadeh, R. (2017). Effective Factors on The Acceptance of Mobile Learning Among Students of Tabriz University and Tabriz University of Medical Sciences. Education Strategies in Medical Sciences, 10(6), 438-446. (In Persian).

Manzoor, S., Sarwar, S., & Asim, M. (2020). M-Learning in Higher Education: Exploring the Gender Based Faculty Performance of Business Schools in Pakistan. Pakistan Journal of Gender Studies, 20(1), 195–210.

Martin, A., & Jose, G. J. A. (2017). M-learning effectiveness factors. International Journal of Engineering Associates, 6(1), 1–8.

Matzavela, V., & Alepis, E. (2021). M-learning in the COVID-19 era: physical vs digital class. Education and Information Technologies, 26(6), 7183-7203.

Montiel, I., Delgado-Ceballos, J., Ortiz-de-Mandojana, N., & Antolin-Lopez, R. (2020). New ways of teaching: Using technology and mobile apps to educate on societal grand challenges. Journal of business ethics, 161(2), 243-251.

Paledi, V. N. (2019, October). Perceived Actors and Factors for Sustaining M-learning in Higher Education: A South African Students Perspective. In 2019 Open Innovations,21 (10). 342-350

Pourhasani, M. (2013). Investigating the effects of using mobile phones as an educational aid tool on academic achievement and students’ attitudes and comparing it with common teaching methods. Master Thesis. Tarbiat Dabir Shahid Rajaei University. (In Persian).

Quinn, C. (2000). mLearning: Mobile, wireless, in-your-pocket learning. LiNE Zine, 2006, pp. 1–2.

Ramirez, I., Valencia-Arias, A., & Duque, L. (2019). Approach to m-learning acceptance among university students: an integrated model of TPB and TAM. International Review of Research in Open and Distributed Learning, 20(3), 142-164.

Reddy, E., Sharma, B., Reddy, P., & Dakuidreketi, M. (2017). Mobile Learning Readiness and ICT Competency: A Case Study of Senior Secondary School Students in the Pacif Islands. In 2017 4th Asia-Pacific World Congress on Computer Science and Engineering (APWC once), 4(7). 137-143

Rezaei Rad, M. (2013). Identifying and prioritizing the effective factors in applying mobile learning in higher education. New educational approaches. 8 (2). 93-112. (In Persian).

Sadeghitabar, P., Shobeiri, S. M., & Zakeri, Z. (2015). Evaluation of the factors affecting implantation of mobile learning at continuing medical education program, using the theory reasoned action. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 6(2), 11-19.

Saikat, S., Dhillon, J. S., Wan Ahmad, W. F., & Jamaluddin, R. (2021). A systematic review of the benefits and challenges of mobile learning during the COVID-19 pandemic. Education Sciences, 11(9), 1-14.

Sarai, H. and Ayati, M. (2014). The effect of mobile phone use on English vocabulary learning and students’ attitudes. Research in curriculum planning. 13 (11).48-60. (In Persian).

 Shahriari Khairabadi, M. (2015). Evaluation of the effectiveness of mobile learning tools (Case study of Mehr Alborz). Master Thesis. Mehr Alborz Higher Education Institute. (In Persian).

Shannon, J. (2016). M-learning: Effectiveness, Unknowns, and Opportunities. International Journal of Scientific Development and Research (IJSDR), 1(9), 292-300

Sharples, M., Arnedillo-Sánchez, I., Milrad, M., & Vavoula, G. (2009). Mobile learning. In Technology-enhanced learning.14(6), 233-249.

Shekarzahie, M., Aramesh, H., & Keshavarz, S. (2020). Identifying Factors Affecting MobileLearning Deployment in Universities (Case Study: Sistan and Baluchestan University). Management Researches, 13(47), 245-273.

Shubiri, M and Shamsi Papkiadeh, Z (2016). Evaluating the factors affecting the implementation of mobile learning in the environmental education program using the planned behavior model. Journal of Educational Technology. 11 (2). 51-61(In Persian).

Shukla, G., & Sil, A. (2020). A Study of Attitude of Teachers and Students towards Use of M-Learning. Studies in Indian Place Names, 40(60), 488-497.

Sophonhiranrak, S. (2021). Features, barriers, and influencing factors of mobile learning in higher education: A systematic review. Heliyon, 7(4), 66-96.

Sotoudeh, B and Movahedi, R (2019). Survey of professors ‘and students’ attitudes about the educational use of mobile phones (M-learning) in universities. Higher Education Letter. 12 (45). 93–119. (In Persian).

Suryaningrum, D. H., Wuryani, E., & Purbasari, I. Y. (2015). The Effectiveness of Mobile-Based Learning Technology versus Face-to-Face Learning of Accounting Information Systems. Business Education & Accreditation, 7(1), 67-76

Swanson, J. A. (2020). Assessing the effectiveness of the use of mobile technology in a collegiate course: A case study in M-learning. Technology, Knowledge and Learning, 25(2), 389–408.

Tabe bordbar, F (2015). The effect of mobile education on psychological and educational aspects of students. Curriculum research. 6 (1). 127-145. (In Persian).

Tan, G. W.-H., Ooi, K.-B., Sim, J.-J., & Phusavat, K. (2012). Determinants of mobile learning adoption: An empirical analysis. Journal of Computer Information Systems, 52(3), 82–91.

Tereshchenko, S., Zagorskaya, M., Polyanskaya, O., & Bobritskaya, J. (2020, May). Mobile learning in forestry education. In IOP Conference Series: Earth and Environmental Science. 507(1), 12-31.

Vallejo-Correa, P., Monsalve-Pulido, J., & Tabares-Betancur, M. (2021). A systematicmapping review of context-aware analysis and its approach to mobile learning and ubiquitous learning processes. Computer Science Review, 39(9), 100-335.

Venkatesh, V., Morris, M., Davies, G., & Davis, F. (2003). User acceptance of information technology: toward a unified view. MIS Quarterly, 27(3), 425-478

Vrana, R. (2018). Acceptance of mobile technologies and m-learning in higher education learning: an explorative study at the Faculty of Humanities and Social Science at the University of Zagreb. In the 2018 41st International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO).25(21),  738–743.

Williams, P. W. (2009). Assessing mobile learning effectiveness and acceptance (Doctoral dissertation, (The George Washington University).

Yadegaridehkordi, E., Iahad, N. A., & Baloch, H. Z. (2013). Success factors influencing the adoption of M-learning. International Journal of Continuing Engineering Education and Life-Long Learning, 23(2), 167-178.

Zhai, X., & Shi, L. (2020). Understanding How the Perceived Usefulness of Mobile Technology Impacts Physics Learning Achievement: A Pedagogical Perspective. Journal of Science Education and Technology, 29(6), 743–757.

آمار
تعداد مشاهده مقاله: 7,419
تعداد دریافت فایل اصل مقاله: 3,567