e-learning
L. Dehyadegari; S. Khajehasani
Abstract
Background and Objectives: The future of the world is based on science and technology and raising the level of science is the basic need of developing countries. So, if the causes of the increase or decrease in the scientific level of students can be identified and investigate the causes of them, the ...
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Background and Objectives: The future of the world is based on science and technology and raising the level of science is the basic need of developing countries. So, if the causes of the increase or decrease in the scientific level of students can be identified and investigate the causes of them, the youth will surely be more aware of the use of science and technology in the future and will show more flexibility in using them. Therefore, in this study, we examine the effect of using virtual social media on students' learning level. Methods: The present study is a cross-sectional descriptive-analytical study conducted at Sirjan University of Technology. Criteria for entering the study include: being a student of Sirjan University of Technology, third semester or higher, undergraduate students, students who have access to virtual social networks and the desire to participate in the study. Criteria for leaving the study include: first and second semester students, students who will be transferred during a study, a party, dropping out of school or expulsion, unwillingness to cooperate, incomplete completion of questionnaires and students who are only at the time of sampling. In the whole academic semester, they only have an internship unit. The samples include 200 students studying at Sirjan University of Technology, who were selected by random sampling from the study population (all students studying at Sirjan University of Technology) (if the necessary conditions for Have entered the study). Data collection tools included a two-part researcher-made questionnaire using social networks. The test questions are based on the Yang Internet Addiction Questionnaire, as users of these networks are Internet users. In order to confirm the validity, the questionnaire was given to several faculty members and its validity was confirmed (formal validity). In order to determine the reliability, it was first provided to 40 students and using the retesting method, the coefficient Its reliability was calculated to be about 88%. Findings: According to the amount of the correlation coefficient of the Taukandal (-0.135), the results of the research show that there is a meaningful and inverse relationship between the use of virtual social networks by Sirjan University students (type of use, duration of use, daily use) and their scientific level. Conclusion: According to the results, in terms of the relationship and consequences of virtual social networks with the promotion of scientific level, it can be said that there is a significant and inverse relationship between the two components of membership time and the use of virtual social networks by students of Sirjan University of Technology. As the use and activity of young people in virtual networks increases, so does their learning and promotion. The well-known components of the "use of virtual networks" variable include the length of membership and the amount of use per day confirming the results that the main research hypothesis shows. In other words, the more students attend and use the space of virtual networks and their membership history than these virtual networks, the learning and promotion of scientific level is significantly affected and reduced. But since the correlation coefficient is the type of membership in virtual social networks and the promotion of scientific level and positive learning, it can be concluded that the relationship between the two is direct. This means that the type of social network can have a direct impact on students' learning.
