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شناسایی و رتبه بندی عوامل کلیدی موفقیت دوره‌های آموزش الکترونیکی زبان فارسی به خارجیان از منظر مدرسان دوره | ||
| فناوری آموزش | ||
| مقاله 9، دوره 13، شماره 3 - شماره پیاپی 51، تیر 1398، صفحه 594-606 اصل مقاله (564.51 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22061/jte.2018.3584.1900 | ||
| نویسنده | ||
| زهرا عباسی* | ||
| گروه آموزش زبان فارسی، مرکز تحقیقات زبان و ادبیات فارسی، دانشگاه تربیت مدرس، تهران، ایران | ||
| تاریخ دریافت: 09 اردیبهشت 1397، تاریخ بازنگری: 15 مهر 1397، تاریخ پذیرش: 29 مهر 1397 | ||
| چکیده | ||
| پیشینه و اهداف: به‌طورکلی، هدف از آموزش الکترونیکی، فراهم نمودن امکان دسترسی یکسان، رایگان و جستجو پذیر در دوره‌های درسی و ایجاد فضای آموزشی یکنواخت برای افراد مختلف در هر جا و بهینهسازی شیوه‌های ارائه مطالب درسی به‌منظور یادگیری عمیقتر است. در چنین فضای آموزشی برخلاف روش‌های آموزشی سنتی (استاد محور)، افراد به‌اندازه ظرفیت و توانایی خود از موضوعات بهره‌مند می‌گردند. در آموزش الکترونیکی می‌توان از ترکیب شیوه‌های مختلف ارائه محتوای آموزشی از قبیل متن، صوت و تصویر و غیره به حداکثر بهرهوری در آموزش دست‌یافت. آموزش مجازی از ظرفیت شبکه‌های کامپیوتری، فنآوریهای اینترنت، شبکه‌های ماهواره‌ای و علوم جدید دیجیتالی بهره می‌برد و درواقع هنر استفاده از فنآوریهای شبکه‌ها به‌منظور طراحی، انتخاب، تحول و اداره فرایند آموزش است. هدف این پژوهش بررسی، شناسایی و رتبهبندی مهم‌ترین عوامل کلیدی موفقیت در دوره آموزش الکترونیکی زبان فارسی در دانشگاه‌های (جامعه المصطفی و دانشگاه بین‌المللی امام خمینی قزوین) است. روشها: پژوهش حاضر ازلحاظ هدف تحقیق، کاربردی و ازلحاظ نحوه جمع‌آوری دادهها، توصیفی از نوع پیمایشی مقطعی است جامعه آماری این پژوهش، 60 مدرس زبان فارسی به خارجیان بود که حداقل یک‌ترم آموزشی کامل زبان فارسی را با استفاده از سامانه یادگیری الکترونیکی تدریس کرده‌اند. ابزار اصلی گردآوری داده‌های پژوهش پرسشنامه محقق ساخته بر اساس طیف لیکرت 5 مقیاسی است. یافته‌ها: یافته‌های پژوهش نشان داد که عامل محتوایی دارای اولویت اول، عامل فن‌آوری دارای اولویت دوم، عامل دانشجو اولویت سوم و پس‌ازآن عامل سازمانی و درنهایت عامل عمومی دارای اولویت پنجم میباشد. در بررسی مجموعه عوامل سازمانی، عامل «استراتژیهای آموزشی- مدیریتی سازمانی» با بیشترین مقدار ویژه 12.32 و بیشترین درصد واریانس تبیین شده 32.08 و بیشترین ضریب پایایی 0.875 به‌عنوان مهم‌ترین زیر عامل از عوامل سازمانی در نظر گرفته می‌شود. در میان عوامل دانشجو عامل «اعتماد، انطباق و پاسخگویی به نیازها» با مقدار ویژه 8.094 و واریانس 27.93 مهم‌ترین عامل است. همچنین در بررسی عوامل محتوایی عامل «عوامل مؤثر بر ایجاد محتوا» با مقدار ویژه 5.314 بیشترین درصد یعنی از کل واریانس مربوط به عامل محتوایی 42.151 را تبیین میکند. عامل «کاربردی بودن فن‌آوری» با مقدار ویژه 6.07، و 36.54 درصد از کل واریانس مهم‌ترین عوامل فن‌آوری محسوب می‌شود. «عوامل راهبری و راهبردی» با مقدار ویژه 10.404 و 26.035 درصد از کل واریانس مهم‌ترین عامل عمومی به‌حساب می‌آید. نتیجه‌گیری: بر پایه مجموعه نگرشهای عوامل موفقیت در به‌کارگیری آموزش الکترونیکی در مراکز آموزش عالی، این پژوهش اولویتبندی این عوامل را در آموزش زبان فارسی به خارجیان هدف خود قرار داده است. در این تحقیق به این دو پرسش پاسخ‌داده‌شده است: عوامل کلیدی موفقیت در به‌کارگیری سیستم آموزش مجازی زبان فارسی به‌عنوان زبان دوم/ خارجی از منظر مدرسان این دورها کدام است؟ و اولویت و اهمیت این عوامل کلیدی موفقیت شناسایی‌شده در سیستم آموزش دانشگاه‌های کشور چگونه است؟ در پاسخ به پرسش اول پژوهش یافته‌ها نشان میدهد که از منظر مدرسان دوره‌های آموزش الکترونیکی زبان فارسی به خارجیان عامل محتوایی رتبه اول، عامل فن‌آوری رتبه دوم، عامل دانشجو رتبه سوم و عامل عمومی رتبه آخر پس از عامل سازمانی در عوامل کلیدی موفقیت را کسب نموده است. همچنین در پاسخ به پرسش دوم هر یک از این عوامل دارای زیر عوامل متعددی هستند. | ||
| کلیدواژه‌ها | ||
| عوامل کلیدی موفقیت؛ آموزش الکترونیکی؛ زبان فارسی؛ زبان خارجی | ||
| موضوعات | ||
| آموزش الکترونیکی- مجازی | ||
| عنوان مقاله [English] | ||
| Identification and ranking of the key success factors of e-learning from the Persian language instructors’ perspective | ||
| نویسندگان [English] | ||
| Z. Abbasi | ||
| Persian Language Department, Persian Language and Literature Research Center, Tarbiat Modares University, Tehran, Iran | ||
| چکیده [English] | ||
| Background and Objective:In general, the purpose of e-learning is to provide equal, free and searchable access to courses and to create a uniform learning environment for different people everywhere and to optimize the presentation of course materials for deeper learning. In such an educational environment, unlike traditional (teacher-centered) teaching methods, people benefit from the subjects to the extent of their capacity and ability. In e-learning, it is possible to achieve maximum productivity in education by combining different methods of presenting educational content such as text, audio and video, etc. Virtual education utilizes the capacity of computer networks, Internet technologies, satellite networks, and new digital sciences. In fact, the art of using network technologies is to design, select, transform, and manage the educational process. The purpose of this study was to investigate, identify, and rank the most important key factors in the success of the Persian language e-learning course in universities (Al-Mustafa society and Imam Khomeini International University, Qazvin). Methods: This is an applied research in terms of the purpose, descriptive in terms of the method of data collection and cross-sectional study. The statistical population of this study was 60 Persian language instructors who taught at least one full term using the E-learning system. The main instrument for data collecting was a researcher-made questionnaire based on the Likert scale of 5 scales. Findings: The results of the research showed that the factor of content was considered as the first priority, technology as the second, students as the third priority, the organizational factor as the forth one, and the last priority was the general issue. In the study of the organizational factors, the educational- management strategies in organization gained the highest amount of 12.32, the highest percentage of variance 32.08 and the highest coefficient of reliability of 0.875, among the factors of student, the sub-factor trust, adaption and response to the needs with the special value of 8.094 and the variance of 27.93 was the most important sub-factor. Also, in determining the factors of content, the factors affecting content production with a specific amount of 5.314, indicated the highest percentage 42.151 of the total variance related to the factors of content. The applicability of technology with a specific value of 6.07 and 36.54 percent of the total variance was the most important sub-factor of the factor of technology. The leadership and strategic factors with the specific value of 10.404 and 26.035 percent of the total variance proved to be the most important sub-factor in general factors. Conclusion: Based on the set of attitudes of success factors in the use of e-learning in higher education centers, this study aims to prioritize these factors in teaching Persian to foreigners. In this research, these two questions have been answered: What are the key factors of success in using the Persian language virtual education system as a second/foreign language from the perspective of teachers of these courses? And what is the priority and importance of these key success factors identified in the education system of the country's universities? In response to the first question, the findings show that from the perspective of teachers of Persian language e-learning courses to foreigners, the content factor ranks first, the technology factor ranks the second, the student factor ranks third, and the general factor is the last after the organizational factor. Also, in answer to the second question, each of these factors has several sub-factors. | ||
| کلیدواژه‌ها [English] | ||
| Key Success Factors, E-learning, the Persian language, foreign language | ||
| مراجع | ||
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آمار تعداد مشاهده مقاله: 982 تعداد دریافت فایل اصل مقاله: 555 |
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