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اثربخشی آموزش مجازی بر اهمال‌کاری و میزان توجه دانشجویان در دوره پاندمی کووید-19 | ||
| فناوری آموزش | ||
| مقاله 7، دوره 17، شماره 2 - شماره پیاپی 66، فروردین 1402، صفحه 329-342 اصل مقاله (771.86 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22061/tej.2023.9291.2826 | ||
| نویسنده | ||
| سعیده خجسته* | ||
| گروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه پیام‌نور، تهران، ایران | ||
| تاریخ دریافت: 23 آذر 1401، تاریخ بازنگری: 20 اسفند 1401، تاریخ پذیرش: 18 فروردین 1402 | ||
| چکیده | ||
| پیشینه و اهداف: نیاز به آموزش مجازی باتوجه‌به مزایای آن در مقایسه با آموزش سنتی در هر زمان احساس می‌شد که در ایام شیوع کووید 19 و عدم حضور دانشجویان در دانشگاه‌ها، ضرورت این نوع آموزش به اوج خود رسید. هدف از پژوهش حاضر بررسی اثربخشی آموزش مجازی بر اهمال‌کاری و میزان توجه دانشجویان دانشگاه پیام‌نور کرمان در دوره پاندمی کووید - 19 بود. روش‌ها: روش تحقیق حاضر نیمه تجربی با استفاده از گروه کنترل و آزمایش بود.جامعه آماری حدود 4000 نفر دانشجوی رشته‌های مختلف دانشگاه پیام نور مرکز کرمان بودند. حجم نمونه شامل 40 دانشجو بود که از طریق پیش آزمون، اهمال کار تشخیص داده شدند و تا حدودی دچار نقص توجه و تمرکز بودند. نمونه به شیوه در دسترس انتخاب و آزمودنی‌ها به‌صورت تصادفی در دو گروه کنترل و آزمایش جایگذاری شدند. همچنین این دو گروه از نظر ترم تحصیلی و سن تا حد ممکن همگون شدند. ابزار جمع‌آوری داده‌ها در این تحقیق دو پرسش‌نامه استاندارد اختلال کمبود توجه توسط سوانسون و نولان پلهام (1980) و مقیاس اهمال‌کاری تحصیلی سولومون و راثبلوم (1984) بود. در پژوهش حاضر ضریب آلفـای کرونبـاخ محاسبه شده، برای مقیاس اهمال‌کاری تحصیلی، برابر با 86/0 برآورد شده است که نشان می‌دهد در سطح مورد قبولی است. پیش‌آزمون و پس‌آزمون برای هرگروه قبل و بعد از آموزش انجام گرفت. آموزش مجازی در قالب کلاس روش تحقیق در محیط آموزشی مجازی توسط نرم‌افزار ادوبی کانکت با استفاده از پاورپوینت همراه با پخش صدا، تصاویر و جداول مرتبط، به‌صورت آنلاین در 12 جلسه 2ساعته برای گروه آزمایش برگزار شد. البته لازم به ذکر است که مدرس در حین تدریس با استفاده از روش سخنرانی مطالب تکمیلی را ارائه می‌داد. برای تجزیه و تحلیل داده‌ها از آمار توصیفی و استنباطی در قالب جداول و شکل‌ها و همچنین تحلیل کواریانس و آزمون لوین و آزمون شاپیرو-ویلکز استفاده شد. افراد گروه آزمایش آموزش درس روش تحقیق را در 12 جلسه 2 ساعته به‌صورت مجازی دریافت کردند؛ در حالی‌که دانشجویان گروه کنترل به شیوه سنتی آموزش دیدند. یافته‌ها: نتایج تحلیل کوواریانس در متغیر اهمال‌کاری تحصیلی (sig=0.00،F=2.95) و میزان توجه (sig=0.00 F=9.5) معنادار است؛ بنابراین می‌توان نتیجه گرفت که در گروه آزمایش تغییر معناداری در اهمال‌کاری تحصیلی و میزان توجه نسبت به گروه کنترل تحت‌تأثیر مداخله به‌وجود آمده است؛ به این معنی که آموزش مجازی بر اهمال‌کاری تحصیلی و میزان توجه دانشجویان دانشگاه پیام‌نور اثربخش است و ضرایب اتا اثربخشی روی متغیر اهمال‌کاری تحصیلی و میزان توجه را نشان داده است. نتیجه‌گیری: باتوجه‌به انعطاف‌پذیری بالای آموزش مجازی، دانشجویان می‌توانند باتوجه‌به شرایط و موقعیت خود و براساس آمادگی ذهنی به یادگیری بپردازند که این خود مانع حواس‌پرتی و کاهش عوامل مداخله‌گر در تمرکز می‌شود. همچنین طراحی برنامه‌های آموزشی نظیر کارگاه‌هایی به‌منظور ارتقای آگاهی و توانایی استفاده از آموزش مجازی به‌عنوان ابزار آموزشی اثربخش و نیز ارتقای کیفیت سخت‌افزاری پیشنهاد می‌شود. بنابراین علاوه بر فرهنگ‌سازی در این زمینه، ضرورت تلاش در جهت بالابردن سطح دانش و ارتقای کیفیت امکانات و تجهیزات موردنیاز وجود دارد. ازاین‌رو پیشنهاد می‌شود باتوجه‌به مباحث گسترده و پیچیده دروس دانشگاهی و در جهت کاهش اهمال‌کاری و افزایش میزان توجه دانشجویان، روش آموزش ترکیبی شامل آموزش مجازی در کنار آموزش حضوری (سنتی) در دانشگاه‌های کشور خصوصاً پس از پایان بیماری کووید 19 موردتوجه قرار گیرد. | ||
| کلیدواژه‌ها | ||
| آموزش مجازی؛ اهمال کاری؛ توجه | ||
| موضوعات | ||
| آموزش الکترونیکی- مجازی | ||
| عنوان مقاله [English] | ||
| The Effectiveness of Virtual Education on Students' Procrastination and Concentration and Attention during the Covid-19 Pandemic | ||
| نویسندگان [English] | ||
| S. Khojasteh | ||
| Department of Educational Sciences, Faculty of Educational Sciences s and Psychology, Payame Noor University, Tehran, Iran | ||
| چکیده [English] | ||
| Background and 1Objectives: The need for virtual education has been always felt due to its advantages compared to traditional education, and during the outbreak of Covid-19 and the absence of students in universities, the necessity of this type of education increased. The aim of the current research was to investigate the effectiveness of virtual education on procrastination and concentration and attention of students of Payame Noor University in Kerman during the Covid-19 pandemic. Methods: The current research method was semi-experimental using control and experimental groups. The statistical population was about 4000 students of different fields of Payame Noor University in Kerman. The sample size included 40 students who were diagnosed procrastinator through the pre-test and had a certain lack of attention and concentration. The sample was selected using convenience sampling procedures and the subjects were randomly assigned to two control and experimental groups. Also, these two groups were homogenized as much as possible in terms of academic term and age. The data collection tools in this research were two standard attention deficit disorder questionnaires by Swanson and Nolan Pelham (1980) and the academic procrastination scale by Solomon and Rothblum (1984). In the current study, the calculated Cronbach's alpha coefficient for the academic procrastination scale is estimated to be 0.86, which showed that it was at an acceptable level. Pre-test and post-test were conducted for each group before and after training. Virtual training in the form of a research method class was held in a virtual educational environment by Adobe Connect software using PowerPoint online in 12 sessions(2-hour) for the experimental group. Descriptive and inferential statistics in the form of tables and figures, as well as covariance analysis, Levine's test, and Shapiro-Wilks test were used to analyze the data. The subjects of the experimental group received the research method course in 12 sessions(2-hour) virtually, while the students of the control group were trained in the traditional way. Findings: The findings of the research showed that virtual education was effective on academic procrastination and the concentration and attention of Payame Noor University students. It means that virtual education could reduce procrastination and increase attention and concentration among the students. Conclusion: Due to the high flexibility of virtual education, students can learn according to their conditions and based on mental preparation, which prevents distraction and reduces interfering factors in concentration. It is also suggested that educational programs such as workshops are designed in order to improve the awareness and ability to use virtual education as an effective educational tool and also to improve the quality of hardware. Therefore, in addition to creating a culture in this field, there is a need to try to increase the level of knowledge and improve the quality of the required facilities and equipment. Therefore, it is suggested that due to the wide and complex topics of university courses and in order to reduce procrastination and increase the attention of students, the virtual education method be considered along with face-to-face education in the universities all across the country, especially after the end of the Covid-19 disease. | ||
| کلیدواژه‌ها [English] | ||
| Virtual Education, Procrastination, Attention | ||
| مراجع | ||
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آمار تعداد مشاهده مقاله: 623 تعداد دریافت فایل اصل مقاله: 423 |
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