دانشگاه تربیت دبیر شهید رجائی

  اخبار و اعلانات

 آمار

تعداد نشریات13
تعداد شماره‌ها200
تعداد مقالات2,008
تعداد مشاهده مقاله2,679,507
تعداد دریافت فایل اصل مقاله1,936,910
زمانی, فخری, طالبی, بهنام. (1400). تبیین اثرات استفاده زبان آموزان از شبکه های اجتماعی مجازی بر درگیری تحصیلی آنان با رویکرد PLS. فناوری آموزش, 16(1), 49-58. doi: 10.22061/tej.2021.6136.2339
فخری زمانی; بهنام طالبی. "تبیین اثرات استفاده زبان آموزان از شبکه های اجتماعی مجازی بر درگیری تحصیلی آنان با رویکرد PLS". فناوری آموزش, 16, 1, 1400, 49-58. doi: 10.22061/tej.2021.6136.2339
زمانی, فخری, طالبی, بهنام. (1400). 'تبیین اثرات استفاده زبان آموزان از شبکه های اجتماعی مجازی بر درگیری تحصیلی آنان با رویکرد PLS', فناوری آموزش, 16(1), pp. 49-58. doi: 10.22061/tej.2021.6136.2339
زمانی, فخری, طالبی, بهنام. تبیین اثرات استفاده زبان آموزان از شبکه های اجتماعی مجازی بر درگیری تحصیلی آنان با رویکرد PLS. فناوری آموزش, 1400; 16(1): 49-58. doi: 10.22061/tej.2021.6136.2339

تبیین اثرات استفاده زبان آموزان از شبکه های اجتماعی مجازی بر درگیری تحصیلی آنان با رویکرد PLS

فناوری آموزش
مقاله 4، دوره 16، شماره 1 - شماره پیاپی 61، دی 1400، صفحه 49-58    اصل مقاله (689.13 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2021.6136.2339
نویسندگان
فخری زمانی؛ بهنام طالبی*
گروه علوم تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
تاریخ دریافت: 04 خرداد 1400،  تاریخ بازنگری: 02 مهر 1400،  تاریخ پذیرش: 16 آبان 1400 
چکیده
پیشینه و اهداف: کاربرد فن‌آوری اطلاعات و ارتباطات در مدارس از نمادهای هوشمندسازی کلاس‌های درس است که با ظهور شبکه‌های اجتماعی مجازی نمود بیشتری پیدا کرده و با شیوع بیماری کووید 19، فراگیر شده است. یکی از پیامدهای عمده این فراگیری، کاربرد فن‌آوری اطلاعات و ارتباطات در مدارس است که می‌تواند موجب ارتقاء درگیری تحصیلی دانش‌آموزان باشد. هدف از پژوهش حاضر تبیین اثرات استفاده زبان‌آموزان از شبکه‌های اجتماعی بر درگیری تحصیلی آنان در یادگیری زبان انگلیسی می‌باشد.
روش‌ها‌: این تحقیق از نظر هدف، کاربردی و از نظر ماهیت، توصیفی از نوع همبستگی است. جامعه آماری در این تحقیق شامل کلیه زبان‌آموزان مشغول به تحصیل در کانون زبان ایران – شعبات تبریز به تعداد 1874 نفر می‌باشد که در ترم بهار 1396 مشغول به تحصیل زبان انگلیسی بوده‌اند. از این تعداد براساس جدول کرجسی و مورگان و ابتدا با استفاده از روش نمونه‌گیری تصادفی طبقه‌ای و به‌طور مساوی برحسب شعبات کانون و در مرحله بعد با روش نمونه‌گیری تصادفی طبقه‌ای نسبی برحسب جنسیت، تعداد 204 نفرشامل 90 نفر دختر و 114 نفر پسر انتخاب شده‌اند. معیار ورود به مطالعه، حضور منظم در کلاس‌های آموزشی و امتحانات میان ترم و پایان ترم و نیز تمایل به ادامه مشارکت در پژوهش و ارائه اطلاعات بوده و معیار خروج از پژوهش، عدم حضور منظم در کلاس‌ها و یا عدم تمایل به ارائه اطلاعات بوده است. ابزار مورد استفاده در این پژوهش، پرسش‌نامه درگیری تحصیلی (96/0₌α) و پرسش‌نامه استفاده آموزشی از شبکه اجتماعی (96/0₌α) بوده است. هر دو پرسش‌نامه براساس طیف لیکرت و 5 درجه‌ای می‌باشد. به‌منظور تجزیه و تحلیل داده‌ها، از آزمون روابط ساختاری و پیش بینی با نرم افزار PLS و در سطح معناداری 05/0 استفاده شده است.
یافته‌ها: شاخص‌های توصیفی نشان داد: میانگین درگیری تحصیلی82/93±2/14، میانگین درگیری رفتاری  27/30±  41/4، میانگین درگیری هیجانی  8/33 ± 8/5، میانگین درگیری شناختی 57/29 ± 47/5، میانگین استفاده آموزشی از شبکه اجتماعی برای فعالیت کلاسی 97/22 ± 7/9، میانگین استفاده آموزشی از شبکه اجتماعی برای فعالیت فراکلاسی 38/33 ± 95/8 می‌باشد. استفاده از آزمون روابط ساختاری با نرم افزار PLS نشان داد: درگیری تحصیلی، درگیری رفتاری و درگیری هیجانی زبان‌آموزان با افزایش میزان استفاده آموزشی آنان از شبکه اجتماعی برای فعالیت کلاسی، افزایش می‌یابد (05/0₌P). درگیری تحصیلی و درگیری هیجانی زبان‌آموزان با افزایش میزان استفاده آموزشی آنان از شبکه اجتماعی برای فعالیت فراکلاسی، افزایش می‌یابد(05/0₌P). اثرات استفاده آموزشی زبان‌آموزان از شبکه اجتماعی برای فعالیت کلاسی، بر درگیری شناختی و استفاده آموزشی زبان‌آموزان از شبکه اجتماعی برای فعالیت فراکلاسی، بر درگیری رفتاری و درگیری شناختی معنادار نمی‌باشد (05/0< P). با توجه به ضریب تعیین تصحیح شده می‌توان 17 درصد تغییرات درگیری تحصیلی را براساس میزان استفاده آموزشی زبان‌آموزان از شبکه اجتماعی پیش‌بینی نمود.
نتیجه‌گیری: با افزایش کاربست فن‌آوری‌های مبتنی بر شبکه اجتماعی مجازی در کلاس درس، برنامه‌ریزی اصولی و تنظیم محتوای مناسب می‌توان درگیری تحصیلی را در زبان‌آموزان ارتقاء داد. راه اندازی نرم‌افزارهای مختلف آموزشی در دوران شیوع کرونا، فرصت مناسبی برای استفاده متناسب از فن‌آوری اطلاعات و ارتباطات در مدارس و کلاس‌های آموزش زبان خارجی در مراکز آموزش زبان می‌باشد که سرمایه‌گذاری مناسبی برای ارتقاء درگیری تحصیلی در کلاس‌های درس خواهد بود. 
کلیدواژه‌ها
درگیری تحصیلی؛ شبکه های اجتماعی؛ مجازی درگیری رفتاری؛ درگیری شناختی؛ درگیری عاطفی
موضوعات
آموزش الکترونیکی
عنوان مقاله [English]
Explaining the effects of language learners' use of virtual social networks on their academic engagement with PLS approach
نویسندگان [English]
F. Zamani؛ B. Talebi
Department of Educational Sciences, Faculty of Educational Sciences, Tabriz Branch, Islamic Azad University, Tabriz, Iran
چکیده [English]
Background and Objectives:  The use of information and communication technology in schools is one of the symbols of classroom intelligence which has become more prominent with the advent of virtual social networks and has become widespread with the outbreak of Covid-19 pandemic. One of the major results of this pandemic  is that the application of information and communication technology in schools can  lead to the promotion of students' academic engagement. The purpose of this study is to explain the effects of language learners' use of social networks on their academic engagement in learning the English language.
Methods: This research is applied in terms of purpose and descriptive and correctional in nature. The statistical population in this study includes all of the 1874 language learners in Iran Language Center - Tabriz Branches, who were studying English in the spring semester of 2016. From this number of students, based on Krejcie and Morgan table, 204 people including 90 girls and 114 boys were selected, first using the stratified random sampling method equally according to the branches of the Center and in the next stage, using the relative stratified random sampling method according to gender. The criteria for inclusion in the study were regular class attendance and taking the mid-term and  final exams as well as the interest  in continuing  participating in the research and providing the required information. Moreover, the criteria for exclusion from the study were lack of class attendance or lack of interest in providing the required information. The instruments used in this study were the Academic Engagement Questionnaire (α₌0.96) and the Educational Use of Social Networks Questionnaire (α₌0.96). Both questionnaires are based on the Likert scale and 5 degrees. In order to analyze the data, the test of structural relationships and prediction with PLS software at the significance level of 0.05 was used.
Findings: Descriptive statistics showed that the average academic engagement was 93.82 ±14.2, the average behavioral engagement was 30.27 ± 4.41, the average emotional engagement was 33.8 ± 5.8, the average cognitive engagement was 29.57 ± 5.47, the average educational use of social network for classroom activities was 22.97 ± 9.7, the average educational use of the social network for extracurricular activities was 33.38 ± 8.95 respectively. The use of structural relationships test with PLS software showed that there was an increase in the students' academic engagement, behavioral engagement and emotional engagement with increasing their educational use of social network for classroom activities (p₌0.05). Moreover, there was an increase in academic engagement and emotional engagement of students with an increase in their educational use of social network for extracurricular activities (p₌0.05). The effects of learners’ educational use of social networks for classroom activities  on their cognitive engagement and the effect of the learners' educational use of social networks for extracurricular activities on their behavioral engagement and cognitive engagement were not significant (p >0.05). According to the corrected coefficient of determination (0.17), changes in academic engagement can be predicted based on the educational use of language learners of the social network.
Conclusion: By increasing the use of technologies based on virtual social networks  in the classroom, principled planning and appropriate content regulation can improve academic engagement in language learners. Launching various educational software applications during the Covid-19  pandemic is a good opportunity for appropriate use of information and communication technology in schools and foreign language classes in language teaching centers which will be a good investment to promote academic engagement in language classrooms.
کلیدواژه‌ها [English]
Academic Engagement, Virtual, Social Networks, Behavioral Engagement, Cognitive Engagement, Emotional Engagement
مراجع
[1] Van de Belt TH, Engelen LJ, Berben SAA, Teerenstra S, Samsom M, Schoonhoven L. Internet and social media for health-related information and communication in health care: Preferences of the dutch general population. Journal of Medical Internet Research. 2013;15(10): 220.

[2] Aresti-Bartolome N, Garcia-Zapirain B. Technologies as support tools for persons with autistic spectrum disorder: A systematic review. International Journal of Environmental Research and Public Health. 2014;11(8).

[3] Seyedian, M and salehi L. [Psychometric evaluation of the e-learning acceptance scale among virtual education students of the universities of medical sciences in Tehran province, Iran]. Journal of Medical Education Development. 2017;10 (26):37-48. Persian.

[4] Rezapanah  S and Ahmadi M . [The compare of constructivism based virtual learning affect on cognitive performance in students]. Information Communication Technology. 2015; 327-344. Persian.

[5] Tabatabai S. [Necessity of designing a national model of foresight-based policy-making in medical education]. Strides Dev Med Educ. 2017; 14(3). Persian.

[6] Najafi Ghezeljeh T, Mohammad Aliha J, Haghani H, Javadi N. Effect of education using the virtual social network on the knowledge and attitude of emergency nurses of disaster preparedness: A quasi-experiment study. Nurse Education Today. 2019; 73: 88-93.

[7] Fonseca D, Villagrasa S, Martí N, Redondo E, Sánchez A. Visualization methods in architecture education using 3D virtual models and augmented reality in mobile and social networks. Procedia - Social and Behavioral Sciences. 2013; 93: 1337-1343.

[8] Lacka E, Wong TC, Haddoud MY. Can digital technologies improve students' efficiency? Exploring the role of Virtual Learning Environment and Social Media use in Higher Education. Computers & Education. 2021;163.

[9] Rivas A, González-Briones A, Hernández G, Prieto J, Chamoso P. Artificial neural network analysis of the academic performance of students in virtual learning environments. Neurocomputing. 2021; 423: 713-720.

[10] Rasheed MI, Malik MJ, Pitafi AH, Iqbal J, Anser MK, Abbas M. Usage of social media, student engagement, and creativity: The role of knowledge sharing behavior and cyberbullying. Computers & Education. 2020; 159.

[11] Dargahi, H, Hamouzadeh P, Sadeghifar J, Raadabadi M, Roshani M, Salimi M and Soltanzadeh P. [Criteria assessment of a expect teacher for effective teaching]. Payavard Salamat. 2011: 4 (3) 91-98. Persian.

[12] Duta N, Tomoaica E and Georgeta P. Desirable characteristics defining to describe an effective teacher. Procedia - Social and Behavioral Sciences. 2015; 197: 1223-1229.

[13] Javadinia, S A, Erfanian M, Abedini M and Bijari B. [The effects of  social networks on academic achievement of students, a study in Birjand university of medical sciences]. Iranian Journal of Medical Education . 2012;12(8): 598-606.  Persian.

[14] Asadi M, Gholami K and Bolandhematan K.  The crucial components and factors of effective teaching: Kordestan university students and faculty members' perspectives. New Educatin Thinks. 2015; 11(1): pp.123-49. Persian.

[15] Button D, Harrington A, Belan I. E-learning & information communication technology (ICT) in nursing education: A review of the literature. Nurse Education Today. 2014; 34(10): 1311-1323.

[16] Gormley GJ, Collins K, Boohan M, Bickle IC, Stevenson M. Is there a place for e-learning in clinical skills? A survey of undergraduate medical students' experiences and attitudes. Med Teach. 2009; 31(1): 6-12.

[17] Tabatabaeian M, Kordi M, Dadgar S, Esmaeily H, Khadivzadeh T. [Comparing the effects of simulation-based training, blended, and lecture on the simulated performance of midwives in preeclampsia and eclampsia]. J Educ Health Promot. 2018; 7. Persian.

[18] Mohseni Tabrizi A, Hashemi MR. [Effect of internet on students' social identity (Case Study: Arak high schools)]. Iranian Journal of Social Development Studies. 2011; 3(2) :157-179. Persian.

[19] Li P, Nan Z, Yuchi Z, Qing X, Ruihong N and Xiaoyi F. Incremental theory of intelligence moderated the relationship between prior achievement and school engagement in Chinese high school students. Frontiers in Psychology. 2017; 8.

[20] Bakadorova O and Diana R. The interplay of sStudents’ school engagement, school self-concept and motivational relations during adolescence. Frontiers in Psychology. 2017; 8.

[21] Tian Y, Bian Y, Han P, Gao F, Wang P. Class collective efficacy and class size as moderators of the relationship between Junior middle school students’ externalizing behavior and academic engagement: A multilevel study. Frontiers in Psychology. 2017;8(1219)

[22] Casuso-Holgado MJ, Cuesta-Vargas AI, Moreno-Morales N, Labajos-Manzanares MT, Barón-López FJ, Vega-Cuesta M. The association between academic engagement and achievement in health sciences students. BMC Medical Education. 2013; 13(1).

[23] Leal G,  Edith B, Corona N, González C, Ricardo Valenzuela J . Systematic mapping study of academic engagement in MOOC. International Review of Research in Open and Distributed Learning. 2019; 20 (2):113-139.

[24] Pablo Usán Supervía & Carlos Salavera Bordás (2019) Academic performance, emotional intelligence and academic engagement in adolescents, Electronic Journal of Research in Educational Psychology, 17 (1), 5-26 ISSN:1696-2095. 2019. no. 47.

[25] Valle A, Regueiro B, Núñez JC, Rodríguez S, Piñeiro I, Rosário P. Academic goals, student homework engagement, and academic achievement in elementary school. Frontiers in Psychology. 2016; 7. doi:10.3389/fpsyg.2016.00463.

[26] Shernof DJ, Ruzek EA, Sannella AJ, Schorr RY, Sanchez-Wall L, Bressler DM. Student engagement as a general factor of classroom experience: associations with student practices and educational outcomes in a university gateway course. Frontiers in Psychology. 2017; 8. doi:10.3389/fpsyg.2017.00994.

[27] Wang M-T, Degol  J. Knowledge and research needs in student engagement. Child Development Perspectives. 2014;8(3):137-143.

[28] Wang J, Liu RD, Ding Y, Xu L, Liu Y, Zhen R. Teacher’s autonomy support and engagement in math: Multiple mediating roles of self-efficacy, intrinsic value, and boredom. Frontiers in Psychology. 2017;(8).

[29] Guthrie JT, Klauda SL. Effects of classroom practices on reading comprehension, engagement, and motivations for adolescents. Reading Research Quarterly. 2014; 49(4): 387-416.

[30] Bijari B, Javadinia SA, Erfanian M, Abedini M, Abassi A. The impact of virtual social networks on students’ academic achievement in Birjand university of medical sciences in east Iran. Procedia - Social and Behavioral Sciences. 2013; 83: 103-106.

[31] Hughes J. Teacher-student relationships and school adjustment: progress and remaining challenges. Attachment & Human Development. 2012;14(3):319-327.

[32] Hughes J, Kwok O. Influence of student–teacher and parent–teacher relationships on lower achieving readers’ engagement and achievement in the primary grades. Journal of Educational Psychology. 2007; 99(1): 39-51.

[33] Joyce WN, Diana R, Inchul S, Troy JS. Acceptability of social media use in out-of-class faculty-student engagement. Student engagement and participation: concepts, methodologies, tools, and applications. Hershey, PA, USA: IGI Global; 2018. p. 733-752.

[34] Kirschner PA, Karpinski AC. Facebook and academic performance. Computers in Human Behavior. 2010; 26(6): 1237-1245.

[35] Felisoni DD, Godoi AS. Cell phone usage and academic performance: An experiment. Computers & Education. 2018;117:175-187.

[36] Kolluru S, Varughese JT. Structured academic discussions through an online education-specific platform to improve Pharm.D. students learning outcomes. Currents in Pharmacy Teaching & Learning. 2017; 9(2):230-236.

[37] Diug B, Kendal E, Ilic D. Evaluating the use of twitter as a tool to increase engagement in medical education. Education for health in Abingdon, England. 2016; 29(3): 223-230.

[38] Hamilton, Leslie A., Katie J. Suda, R. Eric Heidel, Sharon L. K. McDonough, Molly E. Hunt, and Andrea S. Franks. The role of online learning in pharmacy education: A nationwide survey of student pharmacists. Currents in Pharmacy Teaching and Learning. 2020; 12 (6): 614-625.

[39] Jaffar, A. A., & Eladl, M. A. (2016). Engagement patterns of high and low academic performers on Facebook anatomy pages. Journal of Medical Education and Curricular Development. 2016; 3: 1-8.

[40] Walton JM, White J, Ross S. What's on your Facebook profile? evaluation of an educational intervention to promote appropriate use of privacy settings by medical students on social networking sites. Med Educ Online. 2015; 20: 1-7.

[41] Samavi S Aa-W, Javdan M, Ebrahimi K. Relationship between cognitive engagement, emotional engagement, behavioral engagement and academic self-efficacy with academic achievement. Third Millennium Conference and Human Sciences; 2015: Shiraz, Iran.

[42] Mahdiuon R, Salimi G, Raeisy L. Effect of social media on academic engagement and performance: Perspective of graduate students. Education and Information Technologies. 2020; 25(4): 2427-2446.

[43] Galikyan I, Admiraal W. Students' engagement in asynchronous online discussion: The relationship between cognitive presence, learner prominence, and academic performance. The Internet and Higher Education. 2019; 43.

[44] Joksimovic S, Poquet A, Kovanovic V, Dowell N, Millis C, Gasevic D,  Brooks C. How do we model learning at scale? A systematic review of research on MOOC. Review of Educational Research. 2018; 88(1): 43-86.

[45] Enrique Hinostroza J. New challenges for ICT in education policies in developing countries: The need to account for the widespread use of ICT for teaching and learning outside the school. In: Lubin IA, editor. ICT-Supported Innovations in Small Countries and Developing Regions: Perspectives and Recommendations for International Education. Cham: Springer International Publishing; 2018. p. 99-119.

[46] Islam S, Malik MI, Hussain S, Thursamy R, Shujahat M, Sajjad M. Motives of excessive Internet use and its impact on the academic performance of business students in Pakistan. Journal of Substance Use. 2018;23(1):103-111.

[47] Singh NK, Zhang S, Besmel P. Globalization and language policies of multilingual societies: some case studies of south east Asia. Revista Brasileira de Linguística Aplicada. 2012; 12: 349-380.

[48] Ali Pour V, Bekan S and Moradi R. [Pathology and qualitative study of English language in the curriculum of secondary education based on the Vienna Schnet and Fantenay model]. Quarterly Journal of Educational Psychology. 2016; 12 (42) pp.129-54. Persian.

[49] Behroozi M, Amozghar A and Alipour Y. [Pathology of English language teaching curriculum from the viewpoints of teachers and secondary students]. New Approach in Educational Management. 2014; 2(18): pp.125-42. Persian.

[50] Hajializadeh K. [Evaluation of the psychometric properties of the academic engagement questionnaire among high school students]. Quarterly of Educational Measurement. 2016; 6(24): 83-102. Persian.

[51] Zarei Z, Esmail, Ghorbani H. [The effect of virtual social networks on students]. English Learning Teaching and Learning Technology. 2015; 1(3): 23-36.  Persian.

[52] Alijan Nodeh Pashanghi M, Behranghi M, Abdollahi, Zeinabadi H R. [The components of teaching leadership and learning in high schools]. Journal of Research in School and Virtual Learning. 2018; 6(2): 65-80. Persian.

[53] Duta N, Georgeta P, Ion-Ovidiu P. The effective communication in teaching. diagnostic study regarding the academic learning motivation to students. Procedia - Social and Behavioral Sciences. 2015; 186: 1007-1012.

[54] Harfitt, G, Dennis F, Tim L. Promoting good practice in small classes: Lessons learnt from small class teaching professional development programs in Hong Kong. International Journal of Educational Research. 2019; 96: 173-182.

[55] Haron H, Noor HNA, Afdallyana H. A conceptual model participatory engagement within e-learning community. Procedia Computer Science. 2017; 116: 242-250.  

[56] Black, S. Teachers can engage disengaged students. The Education Digest. 2004; 69(7): 39-44.

 [57] Guthrie J T. and Susan L K. Effects of classroom practices on reading comprehension, engagement, and motivations for adolescents. Reading Research Quarterly. 2014; 49(4): 387-416.

[58] Sutherland S, Jalali A. Social media as an open-learning resource in medical education: current perspectives. Adv Med Educ Pract. 2017; 8(8): 369-375.

[59] Howell EL, Nepper J, Brossard D, Xenos MA, Scheufele DA. Engagement present and future: Graduate student and faculty perceptions of social media and the role of the public in science engagement. Plos One. 2019; 14(5):1-20.

[60] Chytas D. Use of social media in anatomy education: A narrative review of the literature. Ann Anat. 2019; 221:165-172.

[61] Alaslani K, Alandejani M. Identifying factors that influence student’s performance through social networking sites: An exploratory case study. Heliyon. 2020;6(4).

[62] Akande ON, Badmus TA, Akindele AT, Arulogun OT. Dataset to support the adoption of social media and emerging technologies for students’ continuous engagement. Data in Brief. 2020; 31.

[63] Bergdahl N, Nouri J, Fors U, Knutsson O. Engagement, disengagement and performance when learning with technologies in upper secondary school. Computers & Education. 2020; 149.

آمار
تعداد مشاهده مقاله: 587
تعداد دریافت فایل اصل مقاله: 370


سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب