پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 11 |
| تعداد شماره‌ها | 208 |
| تعداد مقالات | 2,090 |
| تعداد مشاهده مقاله | 2,829,754 |
| تعداد دریافت فایل اصل مقاله | 2,049,307 |
فراتحلیل تاثیر کاربرد فناوری اطلاعات و ارتباطات بر عملکرد آموزشی و پژوهشی اعضای هیات علمی دانشگاهها | ||
| فناوری آموزش | ||
| مقاله 1، دوره 14، شماره 2 - شماره پیاپی 54، فروردین 1399، صفحه 231-245 اصل مقاله (698.4 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22061/jte.2019.4225.2028 | ||
| نویسندگان | ||
| نرجس امینی1؛ احمدرضا نصراصفهانی* 1؛ بی بی عشرت زمانی2؛ بهروز ترک لادانی* 3 | ||
| 1گروه علوم‌تربیتی، دانشکده علوم‌تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران | ||
| 2گروه تکنولوژی آموزشی، دانشکده علوم‌تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران | ||
| 3گروه نرم‌افزار، دانشکده فنی و مهندسی، دانشگاه اصفهان، اصفهان، ایران | ||
| تاریخ دریافت: 17 مهر 1397، تاریخ بازنگری: 20 فروردین 1398، تاریخ پذیرش: 28 فروردین 1398 | ||
| چکیده | ||
| پیشینه و اهداف: ماهیت آموزش عالی به علت پیشرفت فاوا در حال تحول بوده و این فناوریها بر روی رسالت دانشگاهها در ابعاد آموزش و پژوهش تاثیر بهسزایی گذاشته است. فاوا واسطهایست که امکان بیان طیف گستردهای از اطلاعات، اندیشهها، مفاهیم و پیامها را فراهم میکند. این پدیده با تمام ویژگیها و کاربردهایی که دارد، عبارت است از گردآوری، سازماندهی، ذخیره و نشر اطلاعات اعم از صوت، تصویر، متن یا عدد که با استفاده از ابزارهای رایانهای و مخابراتی صورت پذیرد. فاوا به عنوان رویکردی نوین، مکمل آموزش است نه جایگزین آن، هدف از توسعه آن، بهبود و کارآمدتر ساختن منابع آموزش و پرورش، به ویژه منابع انسانی است. مطالعات متعددی در گذشته اثرات مثبت فاوا را در تدریس نشان داده‌اند. گسترش فناوری اطلاعات و استفاده از ابزارها و مفاهیم نوین، زمینه بسط اطلاعات و دسترسی آسان و کم هزینه را برای فراگیران اعم از دانشآموزان، دانشجویان و معلمان به روش برخط فراهم کرده و تبادل سریع اطلاعات و تعاملات فرهنگی را میسر میسازد. مؤسسات آموزش عالی نیز به طور فزایندهای نسبت به استفاده از فاوابه عنوان ابزاری برای یاددهی یادگیری، همکاریهای علمی، ارتباطات علمی، توسعه و توانمندی اعضای هیئت علمی برنامهریزی کرده و در عمل، سعی بر آن دارند که فاوا را برای تحقق اهداف به کار ببرند. در مواجه با نیاز جهانی کاربرد فاوا به استادان در جایگزین نمودن روشهای آموزش سنتی با ابزار و امکانات آموزش و یادگیری مبتنی بر فناوری کمک خواهند کرد. اما امروزه این امر برای آموزش خیلی مهمتر از گذشته است، زیرا ابزارهای جدید و استفاده از فاوا در روشهای آموزشی مؤثرند. به نظر میرسد فاوا تاثیر شگرفی بر فرایند یادگیری در آموزش عالی از طریق ارائه فرصتهای جدید و جالبی برای اساتید و دانشجویان داشته باشد. هدف پژوهش حاضر فراتحلیل پژوهشهای انجام شده در زمینه تأثیر استفاده از فناوری اطلاعات و ارتباطات بر عملکرد آموزشی و پژوهشی استادان، جهت برآورد اندازه اثر واقعی فاوا بر عملکرد آموزشی و پژوهشی استادان بود. روش‌ها: کلیه پژوهشهای انجام شده، تا پایان سال 1396 در زمینه رابطهی میزان استفاده از فناوری اطلاعات با عملکرد آموزشی و پژوهشی اعضای هیأت علمی در ایران جامعه پژوهشی میباشد. با بررسی همه پژوهشهای انجام شده تعداد 6 پژوهش درباره اثر فناوری اطلاعات و ارتباطات با عملکرد آموزشی استادان و همچنین تعداد 5 پژوهش درباره اثر فناوری اطلاعات و ارتباطات با عملکرد پژوهشی استادان که دارای ویژگیهای مناسب برای ورود به فراتحلیل بودند، انتخاب شدند. ابزار پژوهش، چک لیست گزینش پژوهشها از نظر فنی و روششناختی بود . مدل فراتحلیل ترجیحی در این پژوهش رویکرد ترکیب نتایج هانتر و اشمیت بود. برای تفسیر نتایج نیز از رویکرد کوهن استفاده شد. یافته‌ها: اندازه اثر فناوری اطلاعات و ارتباطات بر عملکرد آموزشی استادان نیز 413/0 میباشد که برمبنای شاخصهای تفسیری، بالاتر از متوسط است. همچنین اندازه اثر فناوری اطلاعات و ارتباطات بر عملکرد پژوهشی استادان نیز 315/0 میباشد که برمبنای شاخصهای تفسیری، متوسط است. نتیجه‌گیری: کاربرد فناوری اطلاعات و ارتباطات بر عملکرد آموزشی و پژوهشی استادان به طور معناداری تأثیر دارد. با توجه به نتایج به دست آمده و کمیت و کیفیت پژوهشهای موجود، پیشنهاد میشود تحقیقات این دو حوزه در سطح بالاتری از لحاظ کیفی و رعایت قواعد تدوین مقاله و اجرای پژوهش انجام شود. همچنین برای رسیدن به یک نتیجه قابل اعتماد در مرحله اول از آمار پارامتریک درطرح خود استفاده کنند و روشهای آماری قوی همراه با نمونه متناسب و روش های نمونهگیری مناسب با جامعه استفاده گردد. | ||
| کلیدواژه‌ها | ||
| فراتحلیل؛ فناوری اطلاعات و ارتباطات؛ عملکرد آموزشی و پژوهشی؛ استادان دانشگاه | ||
| موضوعات | ||
| آموزش الکترونیکی- مجازی | ||
| عنوان مقاله [English] | ||
| Meta-analysis of the impact of the use of information and communication technology On Educational and Research Performance of Faculty Members of Universities | ||
| نویسندگان [English] | ||
| N. Amini1؛ A.R. Nasr1؛ B.E. Zamani2؛ B. Tork Ladani3 | ||
| 1Educational Sciences Department, University of Isfahan, Isfahan, Iran | ||
| 2Educational Technology Department, Faculty of Psychology and Education, University of Isfahan, Isfahan, Iran | ||
| 3Software Engineering Department, Faculty of Engineering, University of Isfahan, Isfahan, Iran | ||
| چکیده [English] | ||
| Background and Objectives: The nature of higher education is evolving due to the advancement of ICT while these technologies have had a significant impact on the mission of universities in education and research directions. ICT is a mdeiator that enables the expression of a wide range of information, ideas, concepts and messages. This phenomenon, with all its features and applications, is the collection, organization, storage and dissemination of information, including audio, video, text or number, using computer and telecommunications tools. ICT as a new approach is complementary to education, not its alternative, and its the purpose of development is to improve and make education resources more efficient in general and human resources in particular. Numerous studies in the past have shown the positive effects of ICT in teaching. The development of information technology and the use of new tools and concepts provide the basis for the expansion of information and easy and low-cost access for learners, including school and unviersity students and teachers in the online way and enable the rapid exchange of information and cultural interactions. Higher education institutions are increasingly planning to use ICT as a tool for teaching-learning, scientific collaboration, scientific communication, development, and faculty empowerment, and in practice, are trying to use ICT to achieve goals. In facing the global need, ICT use help educators replace traditional teaching methods with technology-based teaching and learning tools and facilities. But today this is much more important for education than in the past, because new tools and the use of ICT are effective in instructional methods. ICT seems to have a tremendous impact on the learning process in higher education by providing new and exciting opportunities for faculty and students. The present study aims to Meta-analyze the previous studies on the effect of ICT on the faculty members' educational and research performance to show the real value 0f ICT. Methods:The research sample consists of all previous studies done on the effect of ICT till 2018 in Iran. The purposeful sampling was done for selection of 6 studies on the effect of ICT on the faculty members' educational performance and 5 appropriate studies regarding the impact of ICT on their research performance to enter the meta-analysis. The isntrument for data gathering includes a checklist of choosing studies technically and methodologically. The meta-analysis method consists of the mixed approach of Hunter and Smith and Cohen for interpretation of results. Findings: The findings confirmed that ICT has a significant effect on faculty members' educational and research performance. The effect size was of ICT on the faculty members' educational performance was 0.413. Also, the effect size of ICT on the faculty members' research performance was 0.315. Conclusion: Vsing ICT has significant effect on educationl and research per formance of faculty members. Considering the obtained results and the quantity and quality of existing research studies, it is suggested that the researches of these two fields be carried out at a higher level in terms of quality and observance of the rules of academic paper writing and conducting research. Also, to achieve a reliable result in the first stage, use parametric statistics in their design and use strong statistical methods with appropriate sample and appropriate sampling methods in accordance with the population. | ||
| کلیدواژه‌ها [English] | ||
| Meta-Analysis, Information and Communication Technology, Educational and Research Performance, University Professors | ||
| مراجع | ||
|
[1] Turab-N Khosi D, Marshall S. Quality management in course development and delivery at the University of the West Indies Distance Education Centre. Quality Assurance in Education. 2009; 17 (3): 264-282. [3] Musheer Z. ICT as a catalyst for teaching-learning process: A meta-analysis study. International Journal of Advanced Education and Research. 2018; 3(2): 61-64. [4] Oliver R. The role of ICT in Higher Education for the 21st Century: ICT as a Change Agent for Education Perth: Edith Cowan University, Perth, Western Australia; 2002. Retrieved April 14, 2019. [5] Szatmary D. The Internet Partnership and Online Education. Continuing Higher Education Review. 2000; 64, 43-46. [6] Castro CAD, Castro EGD, Atutubo NB. The Readiness of Sorsogon State College Faculty for Teaching with ICT: Basis for a Faculty Training Program. Asia Pacific Journal of Multidisciplinary Research. 2016; 4(1):72-80. [7] AKhavan M, DostMohammadi M. [A survey on the state of use of information and communication technology in the field of electronic education and publishing in high schools of Tehran]. Journal of Science and Technology. 2010; 1 (2): 173-151. Persian. [8] Tartarashvili M. ICT in Education: The Context-Specific Characteristics and Challenges for developing Countries based on the Example of Georgia [Master’s Thesis]. Tallinn university of technology, Faculty of Business and Governance, Ragnar Nurkse Department of Innovation and Governance; 2017. Retrieved April 14, 2019. [9] Pajo K, Wallace C. Barriers To The Uptake of Web-based Technology by University Teachers. Journal of Distance Education. 2001; 16(1): 70-84. [10] Surej PJ. The integration of information technology in higher education: a study of faculty’s attitude towards IT adoption in the teaching process. Contaduría y Administración. 2015; 60 (S1): 230-252. [11] Fry H, Ketteridge S & Marshall S. A Handbook for Teaching and Learning in Higher Education. 3rd edition. Routledge: London; 2008 Available from: as an e-book via the Exeter Library catalogue. [12] Nicolle PS, Lou Y. Technology Adoption Into Teaching and Learning by Mainstream University Faculty: A Mixed Methodology Study Revealing the How, When, Why, and Why Not. Journal of Educational Computing Research. 2008; 39(3): 235-265. [13] Asgharpur S. [Performance Management with Emphasis on Human Resource Assessments]. Auto Industry Journal. 104. 2006. Persian. [14] Collis B, Mooned J. Flexible Learning in a Digital World: Experiences and Expectations, London: Kogan Page.2002. [15] Asadi A, Karami A. (2007). [Analysis of effective structures on the application of information technology in scientific and applied sciences]. Iranian Journal of Cluster Science. 2007; 2 (38): 289-277. Persian. [16] Zaraii zavaraki E. Uses of Network Communication in Higher Education, Proceeding of ED-MEDIA. World conference on Education Multimedia. Hypermedia and Telecommunications, June. 21-26, 2019, Lugarno, Switzerland; 2004. [17] Parirokh M, Fatahi R. Guidance on writing articles and research background. Tehran: Librarian Publishing; 2005. Persian. [18] Marofy y, Kayemanesh AR, MehrMohammadi M, AliAsgari M. Evaluation of the quality of teaching in high school: A review of some perspectives. Quarterly Studies Studies Curriculum. 2007; 5, 112-81. [19] PakMeh H, JafariSani H, Saeedi Rezvani M, Karishi H. The quality of teaching in higher education: education or research? The First National Education Conference in Iran 1404. 2015. [20] Zalfi Gul MA. From the promotion of science to the production of wealth of knowledge. Scientific and Research Quarterly. 2004; 33, 24-16. [21] Toutkoushian RK, Porter SR., Danielson C, Hollis PR. Using publications counts to measure an institution's research productivity. Research in higher education. 2003; 44(2): 121-148. [22] Mirbaha O. Challenges and perspectives of planning and management of information technology development in the formal education system. Collection of Conference Papers on the Challenges and Prospects of Iran's Development (Volume II), Tehran: Publishing Center of the Institute of Management and Planning Education and Research; 2005. pp. 118-103. [24] Hunter JE, Schmidt FL, & Jackson GB. Meta-Analysis: cumulating research findings across Studies. Beverly Hills, CA: Sage. 1982. [25] Pillemer DB, Light RJ. Synthesizing outcomes: How to use research evidence from many studies. Harvard Educational Review. 1980; 50, 176-195. [26] Cooper HM. Scientific guidelines for conducting integrative research reviews. Review of Educational Research. 1982; 52, 291-302. [27] Jackson G. Methods for integrative reviews. Review of Educational Research. 1980; 50(3): 438-460. [29] Hooman HA. Practical Guide to Meta-Analysis in Scientific Research. Tehran: Publication of the side; 2008. Persian. [30] Sohrabi Fard N. A review of meta-analysis principles. Iranian Journal of Psychology. 2006; 3 (10): 171-169. Persian. [31] Cohen HA. Computer mediated communication and publication productivity among faculty in association of Jesuit colleges and universities (AJCU) institutions. Internet research. 2010; 6 (2 ،3): 41-63. [32] Tezci E. (2009). Teachers’ effect on ICT use in education: The turkey sample. (Elsevier)Procedia -Social and Behavioural Sciences.2009; 1(1): 1285-1294. [33] Atilgan D, Ozlem (Gokkurt) B. An Evaluation of Faculty Use of theDigital Library at Ankara University, Turkey. The Journal of AcademicLibrarianship. 2006; 32 (1): 86-93. [34] Al-Turki SM. Assessment of information technology awareness and usage in higher education in Saudi Arabia: sample study in Jazan and King Faisal University KSA. International Journal of Advanced Research in IT and Engineering. 2014; 3 (9):1-17. [35] Albirini A. (2006). Teacher's attitudes toward information and communication technologies: the case of Syrian EFL teachers. Computers. 2006; 47, 373. [36] Glu_sac D, Makitan V, Karuovi CD, Radosav D, Milanov DS. Adolescents' informal computer usage and their expectations of ICT in teaching e Case study: Serbia. Computers & Education. 2015; 81, 133-142. [37] Adedokun-Shittu NA, Kehinde Shittu AJ. Assessing the impacts of ICT deployment in teaching and learning in higher education, Using ICT impact assessment model. Journal of Applied Research in Higher Education. 2015; 7 (2): 180 – 193. [38] Biglari E, Agahi H. Investigating Factors Affecting the Application of Information and Communication Technology by Faculty Members of Razi University of Kermanshah. Journal of Research in Science and Technology Information Center of Iran. 2009; 1 (26): 44-29. [39] Esna Ashari J, Pourtahmaseb S, Mousavi M, Zavareqi R. [A study on the relationship between the faculty use of ICT and their educational and research performance in teacher training university of Tehran]. Studies in Library & Information Science (Journal of Education and Psychology). 2010; 2 (5): 217 - 236. Persion. [40] Al-Ansari H. Internet use by the faculty members of Kuwait University. The Electronic Library. 2006; 24 (6): 791-803. [41] Hashemi Daran H. [Factors affecting research performance of faculty members in Islamic Azad university Roudehen branch]. Innovation in Management Education (Journal of Modern Thoughts in Education). 2012; 7 (2): 103 -112. [42] Jamali A, IranNejad P, Jahaniyan, R. (2019). [The Effect of use of Information and Communication Technology (ICT) on the Empowerment of Bushehr Teachers]. Journal of Behavioral Sciences. 2019; 1 (2): 54-41. Persion. [43] Holden RJ, & Karsh BT. The Technology Acceptance Model: Its past and its future in health care. Journal of Biomedical Informatics. 2010; 43, (1): 159-72. [44] Rice RE, & Leonardi PM. Information and communication technology in organizations: Studies of influences, contexts and processes, and outcomes across disciplines. In L. Putnam, & D. K. Mumby (Eds.), Sage handbook of organizational communication (3rd ed). Thousand Oaks, CA: Sage Publications; 2013. PP: 425-448. [45] Mutch A. Technology, organization, and structure: A morphogenetic approach. Organization Science. 2010; 21 (2): 507-520. [46] Sanjra A, & Gonjalez S. The role of information & communication technology in improving teaching & learning processes in primary & secondary school. Journal of ALTJ. 2010; 18(3): 207-220. [47] Nwaokwa E, Okoli BE. Information of Communication Technology on the Influence Performance of Secretaries in Government Ministries in Nasarawa State, North-Central Nigeria. Research Journal of Information Technology. 2012; 4(3): 93-97. [48]Cohen J. Statistical power analysis for the behavioral sciences (second edition). Hillsdale, NJ: Lawrence Erlbaum Associates; 1998. | ||
|
آمار تعداد مشاهده مقاله: 2,738 تعداد دریافت فایل اصل مقاله: 2,059 |
||