فصلنامه علمی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 گروه برنامه ریزی درسی و آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران

2 آموزش بزرگسالان، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران

10.22061/tej.2017.681

چکیده

در یادگیری سیار، یادگیری در محیط‌های طبیعی اتفاق افتاده و پیام­­­های آموزشی به‌صورت الکترونیکی منتقل می­شوند. لذا پژوهش حاضر با هدف شناخت میزان آشنایی، کاربرد و سودمندی یادگیری سیار (ابزار و برنامه‌های کاربردی) در بین دانشجویان انجام‌شده است. تحقیق کمی از نوع توصیفی است. جامعة آماری شامل دانشجویان مقطع ارشد چهار دانشکدة علوم تربیتی رشته‌های علوم تربیتی، دانشکدة فنی رشتة مکانیک، دانشکدة هنر رشتة معماری دانشگاه تهران و رشتة بهداشت دانشگاه ایران می­باشد که از بین آن­ها 268 نفر به روش نمونه‌گیری تصادفی طبقه‌ای انتخاب شدند. گرد‌آوری داده‌ها توسط پرسشنامه روا و پایای محقق ساخته 21 گویه بوده، داده‌ها با استفاده از آمار توصیفی و آزمون تی تک نمونه‌ای و آزمون آنوا و آزمون تعقیبی شفه تحلیل شدند. یافته‌ها نشان دادند میزان آشنایی و کاربری و سودمندی ابزارها و برنامه‌های کاربردی یادگیری سیار در بین دانشجویان اندکی کمتر از میانگین است. بین نظرات دانشجویان در رشته‌های مذکور در میزان آشنایی و کاربری یادگیری سیار تفاوت معنادار مشاهده می‌شود که بیشترین اختلاف عقیده بین دو رشتة علوم ­تربیتی و معماری است. بین دانشجویان رشته‌های مذکور در میزان سودمندی یادگیری سیار تفاوت معنادار مشاهده نمی­شود. درنتیجه دانشجویان به‌تناسب و نوع رشته، کاربرد‌های متفاوتی از یادگیری سیار (ابزارها و برنامه‌های کاربردی) در نظر دارند. 

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Determining the level of students' recognition of mobile learning: case study

نویسندگان [English]

  • M. Dehghani 1
  • S. Rahimi 2
  • O. Amrollah 1

1 Department of Educational Methods and Planning, College of Psychology and Educational Sciences, University of Tehran, Tehran, Iran

2 Department of Educational Methods and Planning, College of Psychology and Educational Sciences, University of Tehran, Tehran, Iran

چکیده [English]

In M-learning, learning takes place in natural environments and educational messages are transmitted electronically. Hence, the purpose of this study was investigating the level of application and usefulness of mobile learning (devices and applications) among university students.  It is a descriptive quantitative study. The population included graduate students of Educational Sciences, Mechanical Engineering and Architecture of University of Tehran; and Hygiene of Iran University. 268 students were selected by stratified random sampling. Data were gathered by a valid and reliable researcher-made questionnaire with 21 items. The data were analyzed through descriptive statistics and one sample t-test, Anova and Scheffe test. The results of data analysis showed that familiarity, application and utility of the tools and applications of mobile learning are slightly lower than the mean among students. Students’ familiarity and application of mobile learning were found to be significantly different. The greatest difference was found to be between students of educational sciences and architecture. No significant difference was found between the students considering the efficacy of mobile learning. It can be concluded that university students of different majors use mobile learning (devices and applications) differently based on their field of study. 

کلیدواژه‌ها [English]

  • Learning
  • e-Learning
  • Mobile learning
  • Higher Education

[1] Kohandel. M., “Design and validation of mobile learning model for distance education in rural schools”, Master Thesis, Faculty of psychology and educational sciences of Tarbiat Moallem University, (2011).

[2] Ramezani. Mosa. S, “The effect of using instructional Methods (multimedia and lecture) on learning, retention and learning motivation of Arabic among students of distance instruction centers in Tehran [Dissertation]”, [Tehran]: Faculty of Educational Sciences and Psychology, Allameh Tabatabai University, (2010).

[3] Holmes. B, and Gardner. J, “E-learning (concepts and practice)”, London, Thousand, and New Delhi: Sage publications, pp.117-127, (2006).

[4] Mason. R, and Rennie. F, “E-learning (the key concepts)”, London and New York: Routledge, pp.53-54, (2006).

[5] Brown. T, “The role of M-learning in the future of e-learning in Africa [Internet]”, presented at the 21st ICDE world conference, Retrieved from: http://WWW.tml.hut.fi/opinnot/T-10.556/, (2006).

[6] Ahmadi. M, Shiri Ahmadabady. M. E, and Asghari Moghadam. R, “Evaluation and ranking of the factors affecting the success of the implementation of mobile learning in universities by using TRA model”, Technology Training, VOL.6, N.3, (2012).  

[7] Liu. X, “Continues education and Training Based on Virtual Learning Communities”, Energy Procedia, vol.17, pp. 733-736, (2012).

[8] Källkvist. Marie, and et al, “Personalized virtual learning spaces to support undergraduates in ‌ producing research reports: Two case studies”, Internet and Higher Education, pp.35-44, (2006).

[9] Malek. Jihen, Laroussi. Mona, And Derycke. Alani, “A Middleware for Adapting Context to Mobile and Collaborative Learning”, Pervasive Learning Conference, (2006).

[10] Traxler. J, and Kukulska-Hulme. A, “Evaluating Mobile Learning: Reflections, on Current Practice”, Retrieved from: http://www.mlearn.org.za/CD/papers/Traxler.pdf, (2010).

[11] Brown. J, Metcalf. D, and Christian R, “Mobile learning update [Internet]”, Available from: http://masiecontent.s3.amazonaws.com/content/masie/pdf/mobile learning update.pdf, (2008).

[12] Kinshuk, “Adaptive mobile learning technologies [Internet]”, Retrieved from: http://www.globaled.com/articles/kinshuk 2003.pdf, (2005).

[13] Mansouri. S, Kaghazi. B, and Khrmaly N, “Investigating Gonbad University students’ attitude towards mobile learning”, the First Conference of Value Added Mobile Services in Iran, 23-24, (2010). [In Persian]

[14] Park. Y, “A pedagogical framework for mobile learning: categorizing educational applications of mobile technologies into four types”, International review of research in open and Distance learning, Vol.12, No.2, pp.79-102, (2011).

[15] Mobile-learning, Available from: http://en.wikipedia.org/wiki/mobile-learning, (2009).

[16] Ghoorchian. Nader Qoli (Head), “Encyclopedia of Higher Education”, Tehran: the Publishers of SAMT, (2004).

[17] Zafari. S, Karamdost. N. A, Durrani. K, and NazarZadeh.  M, “Evaluating graduate students’ use of cell phones for general and educational purposes in Tehran University”, Journal of Information and Communication Technologies in Education, Vol.4, No.3, pp.87-106, (2014).

[18] Marsae. S, “Characteristics of mobile learning applications in agricultural cooperatives”, Iranian Journal of Agricultural Economics and Development, Vol.2-43, No.4, pp.647-660, (2012).

[19] Khosravi. N, Bratdasjerdi. N, and Amirteymori. M. H, “Factors affecting mobile learning in medical education based on Frame”, Iranian Journal of Medical Education, Vol.14, Issue.3, pp.206-215, (2014).

[20] Zamani. B. B. A, Babri. H, and Ghorbani. S,

“Identify ways to develop mobile learning in teaching-learning activities in medical education from the perspective of medical students and IT professionals”, ‌ Iranian Journal of Medical Education, Vol.13, No.2, pp.87-97, (2013).

[21] Forushani. N, Khosravipour. B, and Yaghobi G, “Attitude of Agriculture Organization of Khuzestan towards mobile training system”, Fourth National Conference and the First International Conference on e-Learning, Tehran University of Science and Technology, Retrieved from: http://www.civilica.com/Paper ICELEARNING04-ICELEARNING04_014.html, (2009).

[22] Shahroudi. A. A, “Blended learning of structure courses in architecture”, Fourth National Conference and the First International Conference on e-Learning, Tehran University of Science and Technology, Retrieved from: http://www.civilica.com/Paper ICELEARNING04-ICELEARNING04_014.html