بررسی عوامل کلیدی موفقیت دوره های آموزش الکترونیکی زبان فارسی به خارجیان از منظر مدرسان دوره

نوع مقاله: مقاله پژوهشی

نویسنده

استادیار آموزش زبان فارسی، دانشکده علوم انسانی، دانشگاه تربیت مدرس

چکیده

هدف این پژوهش بررسی، شناسایی و رتبه بندی مهمترین عوامل کلیدی موفقیت در نظام آموزش الکترونیکی زبان فارسی در دانشگاه های (جامعه المصطفی و دانشگاه بین المللی امام خمینی قزوین) است، جامعه آماری این پژوهش، 60 مدرس زبان فارسی به خارجیان بود که حداقل یک ترم آموزشی کامل زبان فارسی را با استفاده از سامانه یادگیری الکترونیکی تدریس کرده اند. ابزار اصلی گردآوری داده‌های پژوهش پرسشنامه محقق‏ساخته براساس طیف 5 مقیاسی لیکرت شامل 58 گویه بود که روایی ابزار آن از دیدگاه 12 نفر از متخصصان آموزش الکترونیکی زبان مورد تأیید قرار گرفت. جهت اطمینان از کفایت نمونه‌گیری و تشخیص مناسب بودن داده‌ها و برای انجام تحلیل عاملی آزمون کایزر مایر (KMO) و بارتلت به کار رفت. برای تحلیل مؤلفه-های اصلی عوامل موفقیت، از روش تحلیل عاملی استفاده شد. سپس روش چرخش واریماکس برای تعیین عوامل به کار گرفته شد. از آزمون آلفای کرونباخ برای تعیین روایی درونی، از آزمون فریدمن برای اولویت بندی زیر عوامل و همچنین از آزمون میانگین رتبه‌ها برای اولویت بندی عوامل استفاده گردید. رتبه‌بندی عوامل کلیدی موفقیت براساس میانگین رتبه‌ها نشان داد که عامل محتوایی دارای اولویت اول، عامل فن‏آوری دارای اولویت دوم، عامل دانشجو اولویت سوم و پس از آن عامل‏سازمانی و در نهایت عامل عمومی‏ دارای اولویت پنجم می‌باشد.

چکیده تصویری

بررسی عوامل کلیدی موفقیت دوره های آموزش الکترونیکی زبان فارسی به خارجیان از منظر مدرسان دوره

کلیدواژه‌ها


عنوان مقاله [English]

The Key Success Factors of E-learning from the Persian language instructors’ perspective

نویسنده [English]

  • Zahraa Abbasi
Assistant Professor of Persian Language, Faculty of Humanities, Tarbiat Modares University
چکیده [English]

In cognitive linguistics, language is considered as a part of human cognitive abilities and any kind of linguistic analysis is accompanied with an analysis of human cognitive capacities. In the present work, we tried to compare linguistic abilities of children with minor mental disorder to that of normal children in the framework of cognitive linguistics, and to reply the question ̎ weather speech disorders of children with specific needs is relevant to their cognitive weaknesses? Our hypothesis was that language acquisition in the former is, like the process in the later, not independent from other cognitive abilities of them, and their linguistic disorders is the consequence of their cognitive disorders. In order to evaluate the hypothesis, 20 normal children and 20 children with minor mental disorder of first and second school grade were selected from primary schools of Birjand. Then four cognitive activities including category identifying, expressing noun and action, realizing iconicity and understanding landmark were put under consideration in their language behaviour. The data were then analized in two statical fasions; discriptive and inferential. The results of both analyses indicated a remarkable difference between the two groups of subjects.

کلیدواژه‌ها [English]

  • "Key Success"
  • Factors"
  • "E-learning"
  • "the Persian language"
  • "foreign language"

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