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سلیمانی, شیلا, علی‌آبادی, خدیجه, زارعی زوارکی, اسماعیل, دلاور, علی. (1401). بررسی بهبود عملکرد و استقلال سبک‌های حل مسأله‌ یادگیری دستور زبان انگلیسی دانشجویان تحت الگوی یادگیری معکوس. فناوری آموزش, 16(3), 539-551. doi: 10.22061/tej.2022.8820.2734
شیلا سلیمانی; خدیجه علی‌آبادی; اسماعیل زارعی زوارکی; علی دلاور. "بررسی بهبود عملکرد و استقلال سبک‌های حل مسأله‌ یادگیری دستور زبان انگلیسی دانشجویان تحت الگوی یادگیری معکوس". فناوری آموزش, 16, 3, 1401, 539-551. doi: 10.22061/tej.2022.8820.2734
سلیمانی, شیلا, علی‌آبادی, خدیجه, زارعی زوارکی, اسماعیل, دلاور, علی. (1401). 'بررسی بهبود عملکرد و استقلال سبک‌های حل مسأله‌ یادگیری دستور زبان انگلیسی دانشجویان تحت الگوی یادگیری معکوس', فناوری آموزش, 16(3), pp. 539-551. doi: 10.22061/tej.2022.8820.2734
سلیمانی, شیلا, علی‌آبادی, خدیجه, زارعی زوارکی, اسماعیل, دلاور, علی. بررسی بهبود عملکرد و استقلال سبک‌های حل مسأله‌ یادگیری دستور زبان انگلیسی دانشجویان تحت الگوی یادگیری معکوس. فناوری آموزش, 1401; 16(3): 539-551. doi: 10.22061/tej.2022.8820.2734

بررسی بهبود عملکرد و استقلال سبک‌های حل مسأله‌ یادگیری دستور زبان انگلیسی دانشجویان تحت الگوی یادگیری معکوس

فناوری آموزش
مقاله 8، دوره 16، شماره 3 - شماره پیاپی 63، تیر 1401، صفحه 539-551    اصل مقاله (850.96 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2022.8820.2734
نویسندگان
شیلا سلیمانی1؛ خدیجه علی‌آبادی* 1؛ اسماعیل زارعی زوارکی1؛ علی دلاور2
1ﮔﺮوه تکنولوژی آموزشی، داﻧﺸﻜﺪه روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران
2ﮔﺮوه سنجش و اندازه‌گیری، داﻧﺸﻜﺪه روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران
تاریخ دریافت: 17 بهمن 1400،  تاریخ بازنگری: 24 خرداد 1401،  تاریخ پذیرش: 26 تیر 1401 
چکیده
پیشینه و اهداف: نیاز به عملکرد و استقلال سبک‌های حل مسأله‌ یادگیری دستور زبان انگلیسی دانشجویان در دنیای  دانش مدار کنونی، امری ضروری است. لذا پژوهش حاضر با هدف بهبود آن تحت الگوی یادگیری معکوس به این موضوع پرداخته است.
روش‌ها: تحقیق حاضر از نوع کاربردی و نیمه‌آزمایشی است. جامعه‌ آماری پژوهش از میان کلیه‌ فراگیران ثبت‌نام شده در مرکز آموزش‌های تخصصی کوتاه مدت زبان انگلیسی علاءالدین از سال تحصیلی 1397 تا 1399 (تعداد 380 نفر) به‌صورت هدفمند و در دسترس تعیین شد. معیار انتخاب زبان‌آموزان با جایگزینی تصادفی بود. در پرسش‌نامه‌های پیش آزمون و پس آزمونی که فراگیران به سؤالات به‌طور کامل پاسخ نداده بودند و یا مواردی که بدون جواب بودند از این مجموعه حذف شدند. در نهایت مشارکت‌کنندگان تعداد 220 نفر شدند که در دو گروه کنترل و آزمایش هر گروه 110 نفر قرار گرفتند. به‌منظور جمع‌آوری داده‌ها، از پرسش‌نامه‌ی حل‌مسأله‌ کسیدی و لانگ  (Cassidy & Long, 1996)  با 24 سؤال که روی یک مقیاس سه درجه‌ای (بله، خیر و نمی‌دانم) تنظیم شده و شش عامل را می‌سنجد، استفاده شد. این پرسش‌نامه ابتدا به‌عنوان پیش‌آزمون روی گروه کنترل و آزمایش اجرا شد. سپس در گروه کنترل از آموزش به شیوه‌ معمول و متداول که تمام مراکز آموزش زبان از آن بهره می‌گیرند، استفاده شد. بدین معنی که ارائه مفاهیم به‌صورت تدریس سخنرانی شفاهی یا کتبی از طرف مدرس صورت گرفت که شامل استفاده از روش حفظ و تکرار و پرسش و پاسخ توسط فراگیر است. در آن به علاقه، استعداد و تفاوت‌های فردی فراگیران توجه نمی‌شود. شیوه‌ تدریس معکوس در گروه آزمایش اجرا شد. به این معنی که مدرس معکوس تدریس نمود. در این روش، مدرس کتاب، اسلایدها، جزوه‌ آموزشی و همچنین آزمون‌های تعاملی (interactive tests) را تهیه کرد و سپس بستر شبکه‌ اجتماعی مناسب با توجه به دسترسی آسان (تلگرام و واتس اپ) را در نظر گرفت. او این موارد را قبل از کلاس در اختیار فراگیران قرار داد. فراگیران و مدرس می‌توانستند با به اشتراک گذاشتن مطالب آموزشی، ایده‌ها، سؤالات، تکالیف و نکات را از طریق این شبکه‌های اجتماعی تعاملی با یکدیگر به اشتراک گذاشته و در ارتباط باشند. این روش به مدت 16 ماه (بدون درنظر گرفتن جلسات لغو شده) در 10 دوره و  برای هرکدام از گروه‌های  آزمایش و کنترل 5 دوره آموزش داده شد. هر دوره شامل 39 جلسه‌ 90 دقیقه‌ای (58.5 ساعت) 2 جلسه در هفته و یا 20 جلسه‌ 180 دقیقه‌ای (60 ساعت) یک جلسه در هفته فقط جمعه‌ها تحت آموزش یک مربی برگزار شد. در ابتدای جلسه‌ بعد، از مطالب جلسه‌ قبل پس‌آزمون و مصاحبه شده و در مورد محتوای همان جلسه پیش‌آزمون گرفته می‌شد. برای پاسخ به سؤالات تحقیق، از آزمون اندازه‌گیری مکرر (repeated measurement) و آزمون‌های پارامتریک T یک نمونه استفاده شد.
یافته‌ها: یافته‌ها حکایت از اثر این روش تدریس بر بهبود عملکرد و استقلال در حل مسأله‌ یادگیری دستور زبان انگلیسی دانشجویان تحت الگوی یادگیری معکوس داشت.
نتیجه‌گیری: نتایج نشان داد که ارزش و مقبولیت الگو در کنار روش‌های تدریس سنتی بر عملکرد و استقلال در حل مسأله‌ یادگیری دستور زبان انگلیسی دانشجویان تأثیر فراوان داشته و باعث افزایش اعتماد به نفس فراگیران می‌شود. اجرای پژوهش‌های همانند در دروس مختلف رشته‌های مختلف دانشگاه‍ی و همچنین بررسی این شیوه‌ تدریس بر روی نمونه‌های بیشتر از جمله پیشنهادها برای پژوهش‌های آتی است.
کلیدواژه‌ها
الگوی یادگیری معکوس؛ استقلال؛ عملکرد؛ دستور زبان انگلیسی؛ سبک‌های حل مسأله
موضوعات
رویکردهای نوین آموزشی
عنوان مقاله [English]
Investigating the improvement of students' performance and autonomy in problem-solving styles of learning English grammar under the flipped learning pattern
نویسندگان [English]
Sh. Soleymani1؛ Kh. Aliabadi1؛ I. Zaraii Zavaraki1؛ A. Delavar2
1Department of Instructional Technology, Faculty of Psychology & Education, Allameh Tabataba’i University, Tehran, Iran
2Department of Evaluating and Measuring, Faculty of Psychology & Education, Allameh Tabataba’i University, Tehran, Iran
چکیده [English]
Background and Objectives: The need for performance and autonomy in problem-solving styles of learning English grammar for students in the current knowledge-based world is essential. Therefore, the present study aimed to improve it under the flipped learning pattern.
Methods: The present study is applied and quasi-experimental research. The statistical population consisted of 380 people in a purposeful and accessible manner among all students registered in the Aladdin English Short-Term Specialized Training Center between 2018 and 2020. The criterion for selecting language learners was random substitution and exclusion criteria were the pre-test and post-test questionnaires where learners did not fully answer the questions or some items. Finally, the participants were 220 people divided into two groups, control (N=110) and experimental (N=110). To collect the required data, Cassidy & Long's (1996) problem-solving questionnaire was used with 24 questions set on a three-point scale (yes, no, and I do not know) measuring six factors. Participants in the control and experimental groups first completed the questionnaire as a pre-test. Then, the instructor used the usual teaching methods in the control group, which all instructors in language centers use Flipped classroom method was implemented in the experimental group. The instructor used this method for 16 months in 10 courses (5 courses for each experimental and control group). Each course consisted of 39 sessions of 90 minutes (58.5 hours), two sessions per week, or 20 sessions of 180 minutes (60 hours), one session per week held only on fridays by one instructor. The instructor asked students some questions about the previous lesson to measure their' knowledge and solve their problems at the beginning of the new session and took a pre-test based on the content of the new session. Researchers utilized a repeated measurement test and T-test of a sample to answer the research questions.
Findings: Findings indicated the effect of this teaching method on improving the students’ performance and autonomy in solving the problem of learning English grammar under the flipped learning pattern.
Conclusion: The results showed the value and acceptability of the pattern along with traditional teaching methods and its impact on the performance and autonomy of problem-solving styles of learning English grammar among the students. It seemed to increase learners' confidence, too. Implementing the same research in different courses of different academic disciplines is suggested for future research.
کلیدواژه‌ها [English]
Autonomy, FLP, English grammar. Performance, Problem-solving styles
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