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اعتبارسنجی الگوی انگیزشی برای تدریس مبتنی بر وب | ||
| فناوری آموزش | ||
| مقاله 1، دوره 11، شماره 3 - شماره پیاپی 43، تیر 1396، صفحه 181-192 اصل مقاله (1.59 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22061/tej.2017.679 | ||
| نویسندگان | ||
| سید عبدالله قاسم تبار* 1؛ اکبر مؤمنی راد2؛ وحید صالحی3؛ راضیه رحمانی4 | ||
| 1دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران | ||
| 2دانشکده روانشناسی و علوم تربیتی، دانشگاه بوعلی سینا، همدان، ایران | ||
| 3دانشکده روانشناسی و علوم تربیتی، دانشگاه سید جمال الدین اسد آبادی، همدان، ایران | ||
| 4تکنولوژی آموزشی، ایران | ||
| تاریخ دریافت: 29 بهمن 1395، تاریخ بازنگری: 12 تیر 1396، تاریخ پذیرش: 22 مرداد 1396 | ||
| چکیده | ||
| هدف کلی پژوهش حاضر اعتبارسنجی بیرونی الگوی ارائه‌شده برای تدریس مبتنی بر وب با تأکید بر نقش معلم است. الگوی ارائه‌شده بر اساس نظریۀ خودتعیینگری و شامل سه مقولۀ اصلی (حضور اجتماعی، درگیر شناختی، و مدیریت) و نه خرده مقوله است. جامعة آماری پژوهش کل دانشجویان مقطع کارشناسی دانشگاه خوارزمی تهران (واحد پردیس کرج) در سال تحصیلی 94-95 میباشند. نمونۀ 44 نفری این تحقیق با استفاده از روش نمونهگیری تصادفی برای اعتبارسنجی بیرونی انتخاب شدند و از روش پیشآزمون- پسآزمون با گروه کنترل استفاده شد. 44 نفر از دانشجویان دورۀ کارشناسی دانشگاه خوارزمی که به‌صورت داوطلبانه در دورۀ "آموزش مهارتهای ارتباطی" شرکت کردند به‌طور تصادفی به دو گروه کنترل و آزمایش تقسیم شدند. برای بررسی نتایج تأثیر الگو بر میزان انگیزش یادگیرندگان از پرسشنامۀ «مقیاس انگیزش موقعیتی1» هالر استفاده شد که چهار سازۀ نظریۀ خودتعیینگری(انگیزش درونی، تنظیم همانندسازی شده، تنظیم بیرونی، و بیانگیزگی) را میسنجد. بررسی نتایج فرضیة مطرح‌شده نشان میدهد الگوی حاضر میتواند باعث بهبود انگیزش درونی یادگیرندگان در محیط یادگیری مبتنی بر وب شود که مطلوب الگوی ارائه‌شده میباشد و میتواند مبنایی برای آموزش جهت بهبود مهارت های تدریس معلمان مجازی در ایران باشد. | ||
| کلیدواژه‌ها | ||
| تدریس مبتنی بر وب؛ خودتعیین گری؛ الگوی انگیزشی | ||
| موضوعات | ||
| اموزش الکترونیکی- مجازی | ||
| عنوان مقاله [English] | ||
| Validating the motivational model for web- based Teaching | ||
| نویسندگان [English] | ||
| S.A. Ghasemtabar1؛ A. Momeni Rad2؛ V. Salehi3؛ R. Rahmani4 | ||
| 1Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran | ||
| 2Faculty of Psychology and Educational Sciences, Bu-Ali Sina University, Hamadan, Iran | ||
| 3Faculty of Psychology and Educational Sciences, Sayyed Jamaleddin Asadabadi University, Hamadan, Iran | ||
| 4educational Technology. Iran | ||
| چکیده [English] | ||
| The purpose of this study was the external validation of the motivational model for web-based instruction with emphasis on the role of the teacher. The proposed model is based on self-determination theory and consists of three main categories (social presence, cognitive engagement, management) and nine sub-categories. In this quasi–experimental study, a pretest–posttest design with a control group was used. The population included all the undergraduate students of Kharazmi University (Karaj Campus) in the academic year 2015-2016. Of these, 44 students were selected through a random sampling procedure and were randomly assigned to either of experimental and control groups. Both groups participated in training course of communication skills. The instrument was Haller’s Situational Motivational scale that assesses four constructs of the self-determination theory (intrinsic motivation, identified regulation, external regulation, and amotivation). Analysis of covariance (ANCOVA) was used to analyze the gathered data. The results showed that the proposed model can improve the learners' intrinsic motivation in web-based learning environment and can be a basis for teaching in virtual courses. | ||
| کلیدواژه‌ها [English] | ||
| web-based learning, self-determination, motivational model | ||
| مراجع | ||
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