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معینی کیا, مهدی, زاهدبابلان, عادل, آریانی قیزقاپان, ابراهیم, بیگدلی, زهرا. (1398). فراتحلیل نقش کاربست فناوری اطلاعات و ارتباطات (فاوا) در جریان آموزش و یادگیری بر بازده یادگیری. فناوری آموزش, 13(3), 687-699. doi: 10.22061/jte.2018.3468.1877
مهدی معینی کیا; عادل زاهدبابلان; ابراهیم آریانی قیزقاپان; زهرا بیگدلی. "فراتحلیل نقش کاربست فناوری اطلاعات و ارتباطات (فاوا) در جریان آموزش و یادگیری بر بازده یادگیری". فناوری آموزش, 13, 3, 1398, 687-699. doi: 10.22061/jte.2018.3468.1877
معینی کیا, مهدی, زاهدبابلان, عادل, آریانی قیزقاپان, ابراهیم, بیگدلی, زهرا. (1398). 'فراتحلیل نقش کاربست فناوری اطلاعات و ارتباطات (فاوا) در جریان آموزش و یادگیری بر بازده یادگیری', فناوری آموزش, 13(3), pp. 687-699. doi: 10.22061/jte.2018.3468.1877
معینی کیا, مهدی, زاهدبابلان, عادل, آریانی قیزقاپان, ابراهیم, بیگدلی, زهرا. فراتحلیل نقش کاربست فناوری اطلاعات و ارتباطات (فاوا) در جریان آموزش و یادگیری بر بازده یادگیری. فناوری آموزش, 1398; 13(3): 687-699. doi: 10.22061/jte.2018.3468.1877

فراتحلیل نقش کاربست فناوری اطلاعات و ارتباطات (فاوا) در جریان آموزش و یادگیری بر بازده یادگیری

فناوری آموزش
مقاله 17، دوره 13، شماره 3 - شماره پیاپی 51، تیر 1398، صفحه 687-699    اصل مقاله (753.54 K)
نوع مقاله: مقاله مروری
شناسه دیجیتال (DOI): 10.22061/jte.2018.3468.1877
نویسندگان
مهدی معینی کیا* ؛ عادل زاهدبابلان؛ ابراهیم آریانی قیزقاپان؛ زهرا بیگدلی
گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران
تاریخ دریافت: 14 فروردین 1397،  تاریخ بازنگری: 31 مرداد 1397،  تاریخ پذیرش: 21 شهریور 1397 
چکیده
پیشینه و اهداف: در عصر حاضر قدرت ابداع و نبوغ بشر فناوری دیگری به نام فناوری اطلاعات و ارتباطات (فاوا) را به ارمغان آورده است. این فناوری، ظرفیت اثرگذاری بسیار گسترده­تری، در مقایسه با فناوری­های گذشته داراست و در عرصه­ی تعلیم و تربیت می­توان با اثرپذیری از این ظرفیت جدید، تحولات سودمندی را در ارکان اجزاء مربوط رقم زد که لازمه­ی این امر تأمل و تدبر بیشتر در شناخت وجوه گوناگون، اعم از فرصت­ها یا تهدیدهای ناشی از کاربرد این فناوری است. به بیان دیگر امروزه جهانی با ویژگی­هایی که ارتباطات رایانه­ای و اینترنتی آن را رقم زده است، پدید آمده است تا جایی که جامعه­ی شبکه­ای باعث شده تا جامعیت، پیچیدگی و شبکه­سازی فناورانه به حوزه­های متنوع زندگی و آموزشی نفوذ کند و جنبش­های آموزشی، اقتصادی و فرهنگی در اثر انقلاب فاوا پدیدار شود. هدف پژوهش حاضر توصیف، تحلیل و ترکیب تحلیل‌های ارائه شده در زمینه‌ی نقش کاربست فاوا در جریان آموزش ‌و یادگیری بر بازده یادگیری فراگیران بود،
روش ها: روش این پژوهش فراتحلیل است. جامعه‌ی آماری پژوهش حاضر را آثار مکتوب اعم از پایان‌نامه‌ها و مقالات مندرج در سایت‌های علمی ایران داک، مگ ایران، اس.آی.دی، نورمگز و برخی از مقالات نمایه شده در مجلات در بین سال‌ها‌ی 94-87 تشکیل دادند، که از بین آثار انجام شده 36 پژوهش برای بررسی برگزیده شد. تجزیه و تحلیل داده‌ها با کمک سه نرم افزار SPSS 22 ، CMA2 و Excel صورت گرفته است. در سطح آمار توصیفی از فراوانی و درصد فراوانی و در سطح آمار استنباطی برای محاسبه اندازه اثر از g هجز و مدل اثرات ثابت و اثرات تصادفی، برای بررسی معنی‌داری فراوانی پژوهش‌ها از روش شمارش مربع خی و جهت ترکیب اندازه اثرها از روش ترکیب احتمالات t واینر استفاده گردید.
یافته‌ها:به منظور بررسی وجود سوگیری انتشار در مطالعات اولیه از نمودار فونل استفاده شد که سوگیری انتشار را در مطالعات اولیه در متغیر بازده تحصیلی نشان داد. برای رفع این مشکل از آزمون برازش دووال و توییدی برای هر دو مدل اثرات ثابت و تصادفی استفاده گردید. به منظور بررسی همگنی مطالعات از آزمونI2 وQ  استفاده شد که نشان داد مطالعات اولیه همگن نیستند. اندازه اثر محاسبه شده برای مطالعات تحت هر دو مدل ثابت و تصادفی از نظر آماری برای متغیر مورد بررسی معنادار بود. همچنین نتایج ترکیب احتمالاتt  واینر نشان داد بین اندازه‌ی اثرها‌ی ترکیب شده تفاوت معناداری وجود دارد. در نهایت نقش کاربست فاوا در جریان آموزش و یادگیری بر بازده یادگیری فراگیران تأیید می‌گردد.
تیجه‌گیری: ‌‌با توجه به نتایج به دست آمده از تحقیق مبنی بر معنی­دار بودن تأثیر استفاده از فاوا در بازده یادگیری فراگیران، پیشنهاد می‌گردد دست‌اندرکاران (برنامه‌ریزان آموزش و پرورش)، استفاده از نرم‌افزارهای کمک آموزشی و بهره گیری از فناوری­های نوین را در اولویت قرار دهند. بدیهی است که توسعه زیرساخت‌های گسترش فاوا در کشور و به ویژه در مراکز آموزشی و فراهم کردن زمینه‌‌های ورود فناوری‌‌های اطلاعاتی به مدارس و دانشگا‌ه‌های فاقد فاوا که سبب خلق زمینه‌‌های جدید اجتماعی برای ‌‌یادگیری دانش‌آموزان و دانشجویان می‌شود، گامی اساسی در این راستا می­باشد. در نهایت، مسلما این معلمان هستند که کلید کاربرد اثربخش فناوری در جهت بهبود ‌‌یادگیری را در دست دارند، اما اگر معلمان کاملا درک نکنند که چگونه به طور مؤثری فاوا را برای پیشبرد ‌‌یادگیری دانش‌آموزان به کار برند، سرمایه گذاری‌های کلانی که در نوآوری‌های فاوا صورت گرفته به آسانی به هدر خواهد رفت. ‌‌با توجه به نتایج به دست آمده از تحقیق، پیشنهاد می‌گردد تا جهت به کارگیری هر چه بیشتر و بهتر معلمان از فناوری‌های نوین در فرآیند ‌‌یاددهی ‌و یادگیری، آن‌ها را مورد تشویق قرار داده و برای بالا بردن سطح دانش علمی ‌آن‌ها در زمینه فوق، دوره‌‌های آموزشی متناسب برگزار گردد. ‌‌مطمئناً، برای موفقیت در این راه، سرمایه گذاری مناسب جهت تجهیز نمودن مدارس به ابزارهای نوین تکنولوژی، امری مهم و حیاتی می‌باشد که لازم است مورد توجه بیشتر مسئولین امر قرار گیرد.
کلیدواژه‌ها
فناوری اطلاعات و ارتباطات (فاوا)؛ آموزش؛ یادگیری؛ بازده یادگیری؛ فراتحلیل
موضوعات
فناوری آموزش
عنوان مقاله [English]
Meta-analysis of the role of the application of ICT in teaching and learning process on students learning outcomes
نویسندگان [English]
M. Moeinikia؛ A. Zahed Babelan؛ E. Aryani Ghizghapan؛ Z. Bigdeli
Department of Educational Sciences, Faculty of Educational Sciences & Psychology, University of Mohaghegh Ardebili, Ardebil. Iran
چکیده [English]
brought another technology called information and communication technology (ICT). This technology has a much wider impact capacity, compared to previous technologies, and in the field of education, by being affected by this new capacity, beneficial developments can be made in the pillars of the relevant components. It is a matter of further reflection and understanding in recognizing various aspects, including opportunities or threats arising from the use of this technology. In other words, today the world with the features that have shaped the computer and Internet communications, has emerged to the extent that the networking community has led to the comprehensiveness, complexity and technological networking in various fields. The purpose of the present research was analysis and synthesis analysis presented in the context of the application of ICT in teaching and learning on students’ learning outcome.
Methods: The research method is a meta-analysis. The population of the study consists of the written works such as theses and articles available on the websites Irandoc, Magiran, Sid and Noormagz and some papers indexed in journals between years 1387-1394. From among the done works, 36 studies were selected. Data analysis was performed with the help of three software programs, SPSS 22, CMA 2 & EXCEL. For descriptive statistics frequency and percent frequency were used, for inferential statistics, to calculate the effect size G Hedges, fixed effect and random effect model were used. To study the significance of frequency of the research, counting method (chi-square) and in order to combine effects sizes T Vainer possible combination method was used. To study the problem of publication bias in primary studies Funnel chart was used.
Findings: It showed that publication bias in the primary study of learning outcome variable existed. To fix this problem, two models of fixed and random effects of Dual and Tweedy fitness test were used. In order to study the homogeneity of the studies, Q and I2 tests were used. The results showed that the primary studies are not homogeneous. Also, the calculated effect size was significant for studies under both models, fixed and random, for the examined variables. Vainer t possible combination results showed that there were significant differences between the combined effects sizes. Finally, the application of ICT in teaching and learning in students' learning outcome is verified
Conclusion: According to the results of the research on the significance of the effect of using ICT in the learning efficiency of learners, it is suggested that practitioners (education planners) to consider the use of teaching aids and the use of new technologies as a priority. It is obvious that the development of ICT expansion infrastructure in the country, especially in educational centers, and providing opportunities for the entry of information technologies into schools and universities without ICT, which creates new social contexts for students to learn, is a key step in this direction. Ultimately, it is certainly the teachers who hold the key to effectively using technology to improve learning, but if teachers do not fully understand how to use ICT effectively to advance student learning, the huge investments made in ICT innovations will be easily wasted. According to the results of the research, it is suggested to encourage teachers to use new technologies in the process of teaching and learning in order to use them more and better, proper training should be held and to raise the level of their scientific knowledge in the above fields. Certainly, in order to succeed in this way, proper investment to equip schools with new technological tools is an important and vital thing that needs to be given more attention by the authorities

کلیدواژه‌ها [English]
ICT, Teaching, Learning, Learning outcomes, Meta-analysis
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