اعتبارسنجی الگوی انگیزشی برای تدریس مبتنی بر وب

نویسندگان

1 دانشگاه خوارزمی- عضو هیئت علمی

2 استادیار تکنولوژی آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه بوعلی سینا

3 استادیار تکنولوژی آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه سید جمال الدین اسد آبادی

4 دکترای تکنولوژی آموزشی

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


عنوان مقاله [English]

Validating the motivational model for web- based Teaching

نویسندگان [English]

  • Sayed Abdollah Ghasemtabar 1
  • Akbar Momeni Rad 2
  • Vahid Salehi 3
  • Raziyeh Rahmani 4
1 Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran
2 Faculty of Psychology and Educational Sciences, Bu-Ali Sina University, Hamadan, Iran
3 Faculty of Psychology and Educational Sciences, Sayyed Jamaleddin Asadabadi University, Hamadan, Iran
4 Phd. in educational Technology
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

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