پیوندهای مفید
آمار
| تعداد نشریات | 11 |
| تعداد شمارهها | 237 |
| تعداد مقالات | 2,398 |
| تعداد مشاهده مقاله | 3,830,613 |
| تعداد دریافت فایل اصل مقاله | 2,775,225 |
بررسی تاثیر خودتوسعهای بر پیشرفت تحصیلی درس آمار دانشجویان ایران و روسیه با میانجیگری بهکارگیری فناوریهای آموزش از راه دور توسط اساتید | ||
| فناوری آموزش | ||
| مقاله 12، دوره 14، شماره 2 - شماره پیاپی 54، فروردین 1399، صفحه 383-392 اصل مقاله (1.68 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22061/jte.2019.5053.2161 | ||
| نویسندگان | ||
| سیدامین عظیمی* 1؛ گالیا کریلوا ایلدوسونا2؛ نسیم سلیمانی3 | ||
| 1گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان،اصفهان، ایران | ||
| 2گروه پداگوژی در آموزش عالی، دانشکده روانشناسی و آموزش، دانشگاه فدرال کازان، روسیه | ||
| 3گروه پداگوژی در آموزش عالی، دانشکده روانشناسی و آموزش، روسیه | ||
| تاریخ دریافت: 17 فروردین 1398، تاریخ بازنگری: 14 شهریور 1398، تاریخ پذیرش: 24 شهریور 1398 | ||
| چکیده | ||
| پیشینه و اهداف: رویکرد گسترده جهان در بهکارگیری فناوری آموزش از راه دور برای تعلیم و تربیت خود گواه این است که استفاده از این ابزار فوائد و مزایای منحصر به فردی را برای آموزش و یادگیری به همراه دارد. با این حال، استفاده از فناوری باید با دقت مورد نظارت قرار گیرد. فناوریهای آموزشی ابزارهای کارآمدی محسوب میشوند، اما به تنهایی و به خودیِ خود کار خارقالعادهای انجام نمیدهند. در واقع این نحوه استفاده و بهکارگیری صحیح آنها توسط دستاندرکاران از جمله اساتید و دانشجویان است که به این ابزارها ارزش، کارایی و اثربخشی میدهد. از جمله شاخصههای اصلی ورود فناوری به آموزش خودآموزی بوده است؛ اما در جریان خودآموزی مهارتهای اساسیتری در فرد باید پایهگذاری و تقویت شود، از جمله مهارتهای خودشناسی، خودسازماندهی، خودانگیزی برای مطالعه که در نهایت به خودتوسعهای منجر میگردد. استفاده مناسب از فناوریهای آموزشی مانند استفاده از سیستم مدیریت محتوا و امکانات آنها میتواند به طور بالقوه پشتیبان توسعه مراحل مختلف خودتوسعهای میباشد. استفاده از فناوریهای آموزشی برای رسیدن به خودتوسعهای با تلاشهای قابل توجهی از سوی معلمان و هزینههای زمانی همراه است. علاوه بر این، اساتید باید در این زمینه از دانش، مهارتهای فنی، استعداد و تجربه کافی برخوردار باشند. این تلاشها با بررسی اهداف، محتوا و همچنین انتخاب روشهای آموزشی مناسب تکمیل میشود. در نتیجه، در صورتی که اساتید قادر به انتخاب منابع اطلاعاتی مناسب، تجزیه و تحلیل و ترکیب دانشهای مختلف باشند، امکان دستیابی به یک نتیجه کیفی متفاوت وجود دارد. با وجود این، همواره هماهنگی میان عناصر مختلف فراهم نشده و در نتیجه کاستیهایی در این زمینه دیده میشود.هدف این مقاله بررسی تاثیر خودتوسعهای دانشجویان بر میزان پیشرفت تحصیلی آنها با بهکارگیری فناوری آموزش از راه دور توسط اساتید میباشد. روشها: این پژوهش به شیوه شـبهآزمایشـی (پیشآزمون- پسآزمون) در درس آمار انجام شد. جامعه آمـاری این پژوهش شامل 664 نفر از دانشجویان رشتههای علوم اجتماعی (اقتصاد و مدیریت) دانشگاههای مجازی ایران و روسیه در سال تحصیلی 2015-2017 بودند که از بین آنها تعداد 242 دانشجو( 112 نفر از روسیه و 136 نفر از ایران) بر اساس جدول مورگان انتخاب شدند. یافتهها: نتایج پژوهش نشان داد بین میانگین نمرات پیشآزمون و پسآزمون در هر دو متغیر سطح خودتوسعهای و پیشرفت تحصیلی دانشجویان در هر دو کشور ایران و روسیه تفاوت معناداری وجود داشت. نتیجهگیری: بهکارگیری فناوریهای آموزشی توسط اساتید بر ارتقای پیشرفت تحصیلی و خودتوسعهای دانشجویان تاثیر محسوس دارد. استفاده هدفمند از فناوریها میتواند سودمندی آنها را بیش از پیش آشکار سازد. نتایج این پژوهش یادآور این مساله است که نگاهی جدید و متفاوت به فناوری و کاربردهای آن در ایجاد تحول و تجارب جدید در آموزش موثر است. در واقع، هدف از بهکارگیری فناوری در عصر امروز باید گسترش مهارتهای فردی و خودتوسعهای باشد، تا بتوان به غایت اصلی آموزش که تربیت فراگیرانی فعال و جستجوگر و آماده برای تحول است، نائل شد و بدینوسیله بتوانند راهحلهای خلاق، متفکرانه و اندیشمندانهای را برای مواجهه با مسائل زندگی در قرن حاضر، همچنین افزایش عملکرد تحصیلی خود، بیابند. | ||
| کلیدواژهها | ||
| فناوری آموزش از راه دور؛ خود توسعه ای؛ ایران؛ روسیه | ||
| موضوعات | ||
| آموزش الکترونیکی- مجازی | ||
| عنوان مقاله [English] | ||
| Investigating the effect of self-development on the academic achievement of statistics unit of Iranian-Russian students through mediating the use of distance learning technologies by faculty members | ||
| نویسندگان [English] | ||
| S.A. Azimi1؛ G.I. Kirilova2؛ N. Soleimani3 | ||
| 11 Education Department, Faculty of Education and Psychology, University of Isfahan, Isfahan,Iran | ||
| 2Pedagogy of Higher Education Department, Institute of Psychology and Education, Kazan Federal University, Russia | ||
| 3Department of Pedagogy in Higher Education, Graduated from Kazan Federal University, Russia | ||
| چکیده [English] | ||
| Background and Objectives: The world-wide approach to using distance learning technology for education proves that the use of this tool has unique benefits for teaching and learning. However, the use of technology must be carefully monitored. Educational technologies are effective tools, but they do not do extraordinary work on their own. In fact, it is the proper use of them by stakeholders, including professors and students that grant these tools value, efficiency and effectiveness. One of the main features of technology is self-education; but in the course of self-learning, more basic skills must be established and strengthened, including the skills of self-knowledge, self-organization, and self-motivation to study, which ultimately lead to self-development. Appropriate use of educational technologies such as the use of content management systems and their facilities can potentially support the development of various stages of self-development. The use of educational technologies to achieve self-development is associated with significant efforts by teachers and time costs. In addition, professors must have sufficient knowledge, technical skills, talent and experience in this field. These efforts are complemented by a review of goals, content, and the selection of appropriate teaching methods. As a result, if professors are able to select appropriate information sources, analyze and combine different knowledge, it is possible to achieve a different qualitative result. However, there is not always coordination between various elements, and as a result, there are shortcomings in this area. The aim of this study was to examine the effect of self-development of students on their academic achievement through the use of distance learning technology by instructors. Methods: This study was carried out in a statistics course using the quasi- experimental method (pretest-posttest). The statistical population of the study were 664 students in the field of the social sciences (economics and management) of Iranian and Russian virtual universities in the academic years of 2015-2017. 242 students (112 from Russia and 136 from Iran) were chosen among them based on Morgan's table. Findings: The findings showed that there was a significant difference between the mean scores of pre-test and post-test of self-development and academic achievement of Iranian and Russian students. Conclusion: The use of educational technology by faculty members has a significant effect on improving students' academic achievement and self-development. Usefulness of technologies can be more evident by targeted use of them. The results of this research remind us that a new and different look at technology and its applications is effective in creating new developments and experiences in education. In fact, the purpose of using technology in today's era should be to develop individual and self-development skills, in order to achieve the main goal of education, which is to train active learners who are ready for change, and thus they are able to come up with creative and thoughtful solutions to face the problems of life in the present century, as well as increase their academic performance. | ||
| کلیدواژهها [English] | ||
| Distance Learning Technology, Self-Development, Iran, Russia | ||
| مراجع | ||
|
[1] Abbasi Kasani, H, Shams Morakani, G. [Technology development, learning change]. Technology Development Quarterly. 2018; 14(54): 17-25. Persian. [2] Kitsantas A. Fostering college students' self-regulated learning with learning technologies. Hellenic Journal of Psychology. 2013; 10(3): 235-252. [3] Enache, R, Crişan, A. Communication, networking and personal development skills trained during the educational process. Proc. of 5th World Conference on Psychology, Counseling and Guidance: 2014 December 23. Dubrovnik, Croatia. p 524-528 [4] Marić S. Interacting and learning within digital environments for continuous professional development. 6th ELT Malta Conference: 2017 october12-14: Malta. [5] Aleshina SA. Self-development of the student's personality in the educational space of the pedagogical college [dissertation]. Orenburg State Pedagogical University, Orenburg; 2003. [6] Andreeva YV. Forecasting student’s individual trajectory of professional self-development. Education and Self-Development. 2010; 1(17):13-19. [7] Artemyev IT, Nelunova, ED. Theory and practice of self-development of students in a multicultural educational environment. Kirov: ICNI; 2014. [8] Babina SV. Formation of competence of professional self-development of university students, [dissertation]. Kazan: Kazan National Research Technological University; 2008 [9] Bondarkova AM. Pedagogical control of professional self-development of technical colleges’ students studying remotely. [dissertation]. Kazan: Kazan National Research Technological University; 2010. [10] Andreev AV, Dotsenko, IB. The practice of e-learning using Moodle. Taganrog: TTI UFU; 2008. [11] Belova EA. Evaluating effectiveness of using electronic educational resources with elements of autodidactic in the process of self-development. Bulletin of the Tambov University. 2015; 5(145):118-123. [12] Isaev AP. (2008). Professional self-development tools. Psychology and management. 2008; 15(3): 59-65. [13] Vlasova EA. Professional self-development of future social teachers. Balashov: Nikolaev; 2009. [14] Pedler, M, Burgoyne, J, Boydell, T. A Manager's guide to self-development. London: McGraw-Hill Education (UK); 2013. [15] Ruotsalainen, J, Heinonen, S, Karjalainen, J, Parkkinen, M. Peer-to-peer work in the digital meaning society 2050. European Journal of Futures Research, 2016; 4(1), 10. [16] Davydova, NN, Dorozhkin, EM. Management of a network interaction of educational organizations oriented to innovation development. Indian Journal of Science and Technology. 2016; 9(29): 415-427. [17] Kamalova, LA, Raykova, E. The quality and criteria of evaluation of educational work at the Russian universities at the contemporary stage. International Electronic Journal of Mathematics Education. 2016; 11(1): 71-79. [18] Tyunnikov, YS. Interrelation of evaluation and self-evaluation in the diagnostic procedures to assess teachers' readiness for innovation. European Journal of Contemporary Education. 2016; 16 (2): 248-256. [19] Barakhsanova, EA. Savvinov, V M., Prokopyev, M S., Vlasova, E Z., Gosudarev, I B. Adaptive education technologies to train Russian teachers to use e-learning. International Electronic Journal of Mathematics Education. 2016; 11(10): 3447-3456. [20] Smyrnova-Trybulska, E, Noskova, T, Pavlova, T, Yakovleva, O, Morze, N. New educational strategies in contemporary digital environment. International Journal of Continuing Engineering Education and Life Long Learning. 2016; 26(1): 6-24. [21] Levina ON. The problem of intellectual self-development of student in modern Russian pedagogy. Scientific and Methodical Electronic Journal Concept. 2015; 3 (36):1036-1040. [22] Gharashasbi, A, Khorsand, E, Taqizadeh A. [The effect of self-regulatory skills training on nursing students' progress and academic performance in English language]. Research in Medical Education. 2018; 10 (1): 1-9. Persian. [23] Rouhani, A, Amini Babadarani, E. [The impact of development of self-regulatory strategies on the positive writing and self-efficiency of Iranian learners]. Applied Linguistics. 2012; 15 (2): 107-138. Persian. [24] Babina SV. Professional self-development formation in university students, [dissertation]. Moscow: Moscow State Regional University; 2008. [25] Timerbaev, RM, Shurygin, VY. Activization process of students' self-development in studying the course "Theoretical Mechanics" based on the use of LMS Moodle. Education and Self-development. 2014; 3, (42): 146-151. [26] Ostapchuk, NV, Dudina, MM. Professional self-development of students in the learning process at the university. Pedagogical Journal of Bashkortostan. 2011; (1):126-129. [27] Shurygin, VY, Krasnov, L. A. The organization of students’ independent work in the study of physics based on the use of elements of distance learning in LMS MOODLE. Education and science. 2015; 8 (127): 125-139. [28] Voronin, BS, Lyakher, LA. Project activities as a means of creative self-development of university students. Science and Youth: Problems, Searches, Solutions. 2016; 5(182): 391-395. [29] Farajolahi, M, Haghighi, F. [Online learning assessment: A new strategic approach to assess online learning]. Interdisciplinary Virtual Learning in Medical Sciences. 2010; 2 (1): 33-24. Persian. [30] Jahanian, I, Javanian, M, Bineshpajuh, G. Self-assessment of ICT Skills by Faculty Members of Babol University of Medical Sciences. Third National Conference on E-Learning in Medical Sciences: 2013 February 27-28: Babol, Iran. [31] Nejadshamsi, P, Zaker Ja'fari, B, Zaker Ja'fari, A. [Investigation self-assessment of the final year dental students' from acquired clinical skills]. Research in Medical Education. 2016; 9 (3): 78-73. Persian. [32] Razavi A. [Distance education: satisfaction, the culture of using information and communication technology and students' self-learning]. Information and Communication Technology in Educational Sciences. 2013; 4 (2): 87-107. Persian. [33] Saberi, A, Kazempour, P. [The feasibility of using virtual education system in Guilan University of Medical Sciences from the Viewpoint of faculty members, Students and IT staff]. Research in Medical Education. 2018; 10 (1): 21-29. Persian. [34] Shafiopour Motlagh F. [Effective educational strategies for developing students' skills required for using information technology from the viewpoints of professors of Islamic Azad 2Universities]. Research in Curriculum Planning. 2008; 1(20): 129-148. Persian. [35] Seif A. New Educational Psychology: Psychology of Learning and Education. Tehran: Dooran; 2019. Persian. [36] Shalakov U.A. (2001). The influence of professional self-education on the performance effectiveness of police officers. [dissertation] Moscow University of Moscow; 2001. | ||
|
آمار تعداد مشاهده مقاله: 1,256 تعداد دریافت فایل اصل مقاله: 977 |
||