مدل کاربردی فناوری‌های آموزشی جهت بهبود یادگیری دانش‌آموزان: کاربرد مدل‌سازی ساختاری تفسیری | ||
| مدیریت و برنامه ریزی در نظام های آموزشی | ||
| مقاله 7، دوره 15، شماره 2 - شماره پیاپی 29، 1401، صفحه 165-184 اصل مقاله (1.09 M) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48308/mpes.2022.102587 | ||
| نویسندگان | ||
| اکرم رضائی1؛ بهمن یاسبلاغی شراهی* 2؛ سحر خانجانی وشکی3 | ||
| 1دانش آموخته کارشناسی ارشدتکنولوژی آموزشی ،گروه علوم تربیتی ، دانشکده علوم انسانی ، دانشگاه اراک، اراک ، ایران | ||
| 2استادیار، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه اراک، اراک، ایران | ||
| 3استادیار، گروه مشاوره، دانشکده علوم انسانی، دانشگاه اراک، اراک، ایران | ||
| چکیده | ||
| هدف: استفاده از فناوری‌های آموزشی این قدرت را دارد که تعامل بین دانش‌آموزان، والدین و معلمان را تسهیل و به گسترش یادگیری فراتر از مدرسه کمک کند این امر می‌تواند راه‌گشایی برای افزایش یادگیری دانش‌آموزان در نظام آموزشی باشد اما چگونگی به کارگیری این فناوری و تأثیر هر شیوه تا حدود زیادی نامشخص است. پژوهش حاضر با هدف، ارایه مدل کاربردی فناوری‌های آموزشی جهت افزایش یادگیری دانش‌آموزان به کمک مدل سازی ساختاری-تفسیری صورت گرفته است. مواد و روش‌ها: این پژوهش از نظر هدف، کاربردی و از نظر روش کیفی است. جامعه مشارکت‌کنندگان 10 نفر از خبرگان فعال در زمینه آموزش و پرورش که حداقل سابقه 10 سال کار یا پژوهش در زمینه آموزش و پرورش را داشته‌اند می‌باشند که به روش نمونه‌گیری هدفمند انتخاب شده‌اند. برای تعیین پایایی ابزاره اندازه‌گیری مقدار ضریب ICC از لحاظ سازگاری و توافق مطلق مورد تأیید قرار گرفت. از رویکرد مدل‌سازی ساختاری تفسیری به کمک نرم‌افزار متلب جهت تجزیه و تحلیل داده‌ها استفاده گردید. بحث و نتیجه‌گیری: براساس نتایج به‌دست آمده، عامل‌های استفاده از کلاس‌های مجازی، پرینت سه بعدی، موزه‌های علم و فناوری و حقیقت مجازی در ارتباط با موضوع پژوهش از اثرپذیری بیشتری برخوردارند و در مقابل عامل‌های دیگر؛ تلفن همراه هوشمند جهت یادگیری، ابزارهای الکترونیکی (گجت‌ها)، استفاده از بازی‌های آموزشی، ابزارهای به‌روز کامپیوتری، آپدیت امکانات براساس ICT و اینترنت دارای بیشترین تأثیرگذاری و کمترین تأثیرپذیری می‌باشند. هم‌چنین دو متغیر، استفاده از رسانههای اجتماعی آنلاین و یادگیری به کمک کتابخانه‌های دیجیتال هم دارای قدرت اثرگذاری و هم تأثیرپذیری یکسان است. یافته‌ها نشان می‌دهد یادگیری به کمک کتابخانه‌های دیجیتال نزدیک‌ترین عامل به خط استراتژیک می‌باشد بنابراین راهبردی‌ترین متغیر پژوهش می‌باشد که نیاز به توجه هر چه بیشتر مدیران نظام‌های آموزشی برای سرمایه‌گذاری درآینده می‌باشد. با توجه به نتایج می‌توان گفت به کارگیری مواد و رسانههای آموزشی، استفاده از طراحی منظم آموزشی و ارزشیابی صحیح و اصولی از سوی معلمان در فرآیند تدریس، موجب افزایش یادگیری دانش‌آموزان می‌شود | ||
| کلیدواژه‌ها | ||
| مدل‌سازی ساختاری تفسیری؛ مدل فناوری‌های آموزشی؛ یادگیری دانش‌آموزان | ||
| عنوان مقاله [English] | ||
| Model of Educational Technology to Enhance Students’ Learning: Application of Interpretive Structural Modeling (ISM) Approach | ||
| نویسندگان [English] | ||
| Akram Rezaei1؛ Bahman Yasbolaghi Sharahi2؛ Sahar Khanjani veshki3 | ||
| 1Graduate of Educational Technology, Department of Educational Sciences, Faculty of Humanities, Arak University, Arak, Iran | ||
| 2Assistant Professor, Department of Educational Sciences, Faculty of Humanities, Arak University, Arak, Iran | ||
| 3Assistant Professor, Department of Counseling, Faculty of Humanities, Arak University, Arak, Iran | ||
| چکیده [English] | ||
| Objectives: The use of educational technologies has the power to facilitate interaction between students, parents, and teachers and it helps to expand learning beyond the school. This can be a way to increase student learning in the education system, but how to use this technology and the impact of each method is largely unclear. This study aimed to present an applied model of educational technologies to increase students' learning with the help of structural-interpretive modeling. Materials and Methods: This research is an applied one in terms of purpose. The statistical population is 10 working experts in the field of education who have at least 10 years of work experience or research in the field of education who have been selected by purposive sampling. To determine the reliability of the measuring instrument, the ICC coefficient value was approved in terms of compatibility and absolute agreement. An interpretive structural modeling approach using MATLAB software was used to analyze the data. Discussion & Conclusions: Based on the results of this research, the factors of using virtual classrooms, 3D printing, museums of science and technology, and virtual reality concerning the research topic are more effective. In contrast; smartphones for learning, electronic tools (gadgets), use of educational games, updated computer tools, updating facilities based on ICT and the Internet have the most impact and the least effectiveness. Also, the two variables, the use of online social media and learning with the help of digital libraries, have both the same impact power and effectiveness. Findings show that learning with the help of digital libraries is the closest factor to the strategic line, so it is the most strategic research variable that needs more attention from managers of educational systems to invest in the future. According to the results, it can be said that the use of educational materials and media, the use of regular educational design, correct and principled evaluation by teachers in the teaching process increases students' learning. | ||
| کلیدواژه‌ها [English] | ||
| Educational Technologies Model, Student Learning, Interpretive Structural Modeling | ||
| مراجع | ||
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