فصلنامه علمی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکترای رشته مدیریت فناوری اطلاعات، دانشگاه آزاد اسلامی، واحد علوم و تحقیقات، تهران، ایران

2 گروه مدیریت فناوری اطلاعات، دانشکده مدیریت، دانشگاه آزاد اسلامی، واحد تهران مرکز، تهران، ایران

3 گروه روان‌شناسی تربیتی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران

چکیده

سامانه‌ یادگیری همراه تعاملی به‌عنوان ابزاری برای تحقق نظریه هیتاگوژی قابل طرح و بررسی است. این رویکرد به‌عنوان زنجیره‌ای از آندراگوژی مطرح است و نگاه فرآیندی دارد. با توجه به اهمیت ارتقاء ایمنی در بهره‌برداری راه‌آهن، تجهیزات متعددی در حوزه‌های تأسیسات زیربنایی، ناوگان و سیر و حرکت این وظیفه را بر عهده دارند. مسئله‌ای که راه آهن با آن روبرو است، ضعف در بهره‌برداری مطمئن از این تجهیزات و نگهداری و تعمیرات (نت) نامطلوب ناشی از عدم آموزش اثربخش است که می‌توان به‌عنوان یکی از عوامل ایجاد سانحه از آن نام برد. جامعه آماری این پژوهش لوکوموتیورانان شرکت راه‌آهن جمهوری اسلامی ایران به تعداد 3000 نفر بودند که به روش خوشه ای 340 نفر به ‌عنوان نمونه انتخاب شدند. ضمن بررسی و مطالعه مدل‌ها و رویکردهای یادگیری، از طریق به‌کارگیری ابزارهای آماری، مدلی هوشمند برای حرکت از آموزش به سمت یادگیری همراه، مشارکتی، همه‌جا حاضر و زمینه آگاه، متناسب با راه‌آهن کشور و زیرساخت‌های موجود به‌وسیله نرم‌افزار SmartPLS طراحی و پیاده‌سازی شد. تأثیر استقرار این سامانه بر ایمنی و مؤلفه کاهش خطرات بالفعل محیط کار ، مورد بررسی قرار گرفت. نتایج پژوهش نشان داد استقرار سامانه هوشمند یادگیری همراه تعاملی از طریق اثرگذاری بر قابلیت اطمینان، قابلیت دسترسی و عملکرد شخصی لوکوموتیوران، بر ایمنی تأثیر گذار است.

چکیده تصویری

کلیدواژه‌ها

عنوان مقاله [English]

Investigating and identifying an interactive mobile learning model for improving the safety in the Railway

نویسندگان [English]

  • R. Sharifi 1
  • Gh. Bazaee 2
  • H. Asadzadeh 3

1 Department of Information Technology Management, Science and Research Branch, Islamic Azad University, Tehran, Iran

2 Department of Information Technology Management, Faculty of Management, Central Tehran Branch, Islamic Azad University, Tehran, Iran

3 Department of Educational Psychology, Faculty of Psychology and Education, Allameh Tabataba’i University, Tehran, Iran

چکیده [English]

Interactive Mobile Learning System can be designed as a tool for implementing the Heutagogy. This approach is considered as a chain of Andragogy, and it has a process. Considering the importance of improving safety in the operation of Railway, there are many facilities in the areas of infrastructure, fleet and operation of this task. The problem that Railway has been faced, is the weakness in the safe operation of these equipment and the maintenance caused by the lack of effective training that can be identified as one of the major contributing factors to the disaster. In this research, size of a population is 3000 drivers of Iran Railways and 340 were selected as sample size. In addition to by studying models and learning approaches through the use of statistical tools, an intelligent model for moving from Training to learning, participatory, ubiquitous and informed, appropriate to the Railway and existing infrastructure by SmartPLS software, validation and implemented. The impact of this system on Safety and the reduction of the actual workplace environmental hazards has been studied. The results of this study indicated that the establishment of interactive mobile learning system effects on safety by influencing Reliability, Accessibility and performance of drivers.

کلیدواژه‌ها [English]

  • Learning
  • Mobile
  • Interactive
  • Safety
  • Railway

[1] Jarvis, P. (2014). Adult education and continuing education (Trans. S. Gholamali), Tehran: Samt. [in Persian]

 

[2] Ebrahimzadeh, R. (2014). Learning theories, Tehran: Pajooh. [in Persian].

 

[3] Farhadi, R. (2005). E-Learning new paradigm in the information age, Journal of Information Science and Technology, 21(1) 66-49. [in Persian]

 

[4]James, H. (2010). Accounting information systems (7th ed). USA: Cen gage Learning.

 

[5] Ebrahimbeigi Chimeh, M. (2009). Mobile training using MWT. In the Proc. of the 1st Government Conferences on Mobile Government (pp. 21-32). Mashhad, Iran.

 

[6] Brouwer, A.W. (2007). Towards learning on the line (electronic) transition from traditional teaching and its communication strategies (Trans. A. Bazghangarandi and F. Mashayekh), Tehran:Agah.

 

[7] Johnson, L., Levine, A., & Smith, R. (2009). The 2009 horizon report. Texas: The new media consortium

 

[8] Morshedi, L., Kazemi, H., & Omidi Najafabadi, M. (2011). Attitudes of students on agricultural education promotion and education in the years 88-89 of Tehran Science and Research Branch on Mobile Learning, Swot Analysis, Journal of Agricultural Extension and Education Research, 4(3) 73-63. [in Persian]

 

[9] Mosaddeq, H. (2009). Feasibility study on electronic learning in Yazd Master's Gas Company (Unpublished master's thesis). UT, Tehran.

 

[10] Safarzadeh, M., Manouchehri, K. (2010). Learning through mobile electronics. In the Proc. of the 2nd International Conference on Electronic Municipality, (pp. 61-89). Tehran, Iran [in Persian]

 

[11] Yazdan Panah, A., & Bayat, E. (2013). Explaining and evaluating the competitive indices of virtual machines. Strategic Management Studies, 12, 101-122. [in Persian]

 

[12] Bagherian Far, M. (2015). Heutagogy in adult education. Journal of Management Study, 6(3), 115-130. [in Persian]

 

[13] Fathali, M., Zakeri, J. & Moghadasnejad, F. (2015). Life cycle cost analysis in railway engineering (from the perspective of maintenance management and repair). Tehran:Railway Research and Training Center. [in Persian]

 

[14] Khorasani, A., & Kanaani Nayeri, P. (2016). Mobile learning. Tehran: Iran's Industrial Research and Training Center.

 

[15] Zhang, S. J., & Yu, G. H. (2017). Mobile learning model and process optimization in the era of fragmentation. Eurasia Journal of Mathematics Science and Technology Education, 13(4), 3641-3652.

 

[16] Setirek, A. C., & Tanrikulu, Z. (2015). Significant developmental factors that can affect the social and behavioral sciences, Procedia - Social and Behavioral Sciences, 191, 2089 – 2096.

 

[17] Uzunboylu, H., & Carusb, Nand Ereg, E. (2009). Using mobile learning to increase environmental awareness, Journal ofComputer and Education, 51(2), 381-389.

 

[18] Dearnley, C., Haigh, J., & Fairhalls, T. (2008). Using mobile technologies assessment and learning in practice settings: A case study. Journal of Nurse Education in Practice, 8(3) 197-204.

 

[19] Rene-corbiel, R. J., &Valdes- corbiel, M.V. (2007). Are you ready for mobile learning? Dueause Quarterly, 30(2)51-59

 

[20] Wentworth،R. J., & Popham, A. (2005). Changing learning environments with mobile technology. In the Proc. of Society for Information Technology & Teacher Education Int. conference of Chesapeake (pp.1071-1076). VA: AACE

 

[21] K-Uszpa, M. (2005). The picture of mobile learning: a survey of expert expectations about learning on mobile phones. German:Mobile education center of Excellence.

 

[22] Khaki, G. H. (2011). Research method with thesis writing approach. Tehran: Baztab Press. [in Persian]

 

[23] Rezazadeh, A., & Davari, A. (2012). Structural equation modeling with PLS. Tehran: Jahad Daneshgahi Press. [in Persian]

 

[24] Fathi Vajargah, K., & Nasiri, F. (2005). Feasibility study on the deployment of virtual in-service training in the ministry of education, Quarterly Educational Innovations, 4(11), 47-64. [in Persian]

 

[25] Hartnell-Young, E., & Heym, N. (2008). How mobile phones help learning in secondary schools. London: University of Nottingham Press.

 

[26] Khorasani, A. (2016). Mobile learning a new paradigm in virtual learning, Tehran: Iranian Industrial Training and Research of Iran Press. [in Persian]

 

[27] AbdulWahabi, M., MehrAlizadeh, Y., & Parsa, A. (2011). Feasibility study on the establishment of intelligent schools in girls' high schools in Ahwaz, Quarterly Journal of Educational Innovation, 43(1), 82-113. [in Persian]