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یادگیری تلفیقی و تأثیر آن بر انگیزه تحصیلی و رضایتمندی دانشجویان | ||
فناوری آموزش | ||
مقاله 3، دوره 6، شماره 4 - شماره پیاپی 24، مهر 1391، صفحه 245-254 اصل مقاله (1.05 M) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22061/tej.2012.194 | ||
نویسندگان | ||
فخرالزمان نعیمی حسینی* 1؛ حسین زارع2؛ محمود هرمزی2؛ محمدحسین کاوه3؛ فرهاد شقاقی2 | ||
1دانشکده پرستاری و مامائی، دانشگاه علوم پزشکی شیراز،ایران | ||
2دانشکده علوم تربیتی و روانشناسی، دانشگاه پیام نور،تهران،ایران | ||
3دانشکده بهداشت، دانشگاه علوم پزشکی شیراز،ایران | ||
تاریخ دریافت: 05 دی 1390، تاریخ بازنگری: 28 فروردین 1391، تاریخ پذیرش: 28 فروردین 1391 | ||
چکیده | ||
حفظ انگیزه تحصیلی و رضایت دانشجویان از شیوه های تدریس، تاثیر بسزایی بر موفقیت تحصیلی آنها دارد؛ بنا براین یافتن راهکارهای موفق در جهت افزایش انگیزه تحصیلی و رضایت دانشجویان از شیوه های تدریس، از مهم ترین اولویت های آموزشی به شمار می آیند. هدف از انجام این تحقیق، تعیین تاثیر یادگیری تلفیقی بر انگیزه تحصیلی و رضایت دانشجویان از شیوه تدریس بود. بنابراین، دانشجویان دانشگاه پیام نور مرکز تهران به عنوان جامعه پژوهش انتخاب شدند. 18 دانشجو در برنامه یادگیری تلفیقی و 16 دانشجو در برنامه آموزش مبتنی بر سخنرانی شرکت کردند و درس «آسیب شناسی روانی یک» موضوع «اختلالات اضطرابی» با دو رویکرد مبتنی بر سخنرانی و یادگیری موقعیتی به اجرا درآمد. تخصیص کلاس ها به برنامه های آموزشی به صورت تصادفی انجام شد. داده ها با استفاده از فرم کوتاه شده پرسش نامه استاندارد شده انگیزه تحصیلی مک اینرنی و سینکلایر در مراحل پیش از آموزش و پس از آموزش جمع آوری شد. همچنین چند پرسش مستقیم از دانشجویان در مورد رضایت کلی از برنامه های آموزشی بعد از اجرای برنامه های آموزش و یادگیری در گروه ها جمع آوری شد و با استفاده از آزمون های تی، ویل کاکسون و من ویتنی مورد تجزیه و تحلیل قرار گرفت. نتایج نشان دادند که در مقایسه با آموزش به روش سخنرانی، یادگیری تلفیقی موجب افزایش انگیزه تحصیلی و رضایت دانشجویان از روش تدریس گردید. | ||
کلیدواژهها | ||
یادگیری تلفیقی؛ آموزش به روش سخنرانی؛ انگیزه تحصیلی؛ رضایت از شیوه تدریس | ||
موضوعات | ||
روانشناسی فناوری آموزش | ||
عنوان مقاله [English] | ||
A Comparison of the Effects of Blended Learning and Lecture Based-Instruction on the Students’ Academic Motivation and Satisfaction | ||
نویسندگان [English] | ||
F.Z. Naeemi Hoseyni1؛ H. Zare2؛ M. Hormozi2؛ M.H. Kaveh3؛ F. Shaghagi2 | ||
1School of Nursing and Midwifery, Shiraz University of Medical Sciences, Iran | ||
2Faculty of Educational Sciences and Psychology, Payame Noor University, Tehran, Iran | ||
3School of Health, Shiraz University of Medical Sciences, Iran | ||
چکیده [English] | ||
Maintaining students’ academic motivation and satisfaction influence their academic achievement. The main purpose of the study is to determine the effects of blended learning on students’ academic motivation and satisfaction. This is a quasi-experimental study and a total of 34 psychology juniors at Tehran Payame-Noor University, who had enrolled in the "Psychopathology 1" course for the first time, were selected as the sample group. Eighteen students participated in the blended learning program and sixteen students participated in the lecture-based program. Classes were randomly divided into the intervention and control groups. Students’ motivation was measured by the short form of Mc Inerney and Sinclaire school motivation questionnaire (1372) and their satisfaction was determined by direct multiple choice questions after instructional programs. The same questions were used for both groups in pre-test and post-test stages. Statistical analysis was done by Mann-Whitney test, Wilcoxon test and t-test. It was shown that in comparison to lecture-based instruction, blended learning increased students’ academic motivation (p<0. 001) and satisfaction (p<0.001). | ||
کلیدواژهها [English] | ||
blended learning, Academic Motivation and Satisfaction | ||
مراجع | ||
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