ادراک دانشجویان درباره‌ی میزان یادگیری از طریق آموزش‌های مجازی در دوره‌ی همه‌گیری کووید- 19 و مقایسه‌ی آن با آموزش‌های حضوری

ﺑﻪ اﺳﺘﻨﺎد ﮔﺰارش ﯾﻮﻧﺴﮑﻮ در ﺳﺎل 2020 از وﺿﻌﯿﺖ آﻣﻮزش و ﭘﺮورش ﮐﺸﻮرﻫﺎی ﻣﺨﺘﻠﻒ دﻧﯿﺎ ﺑﻪواﺳﻄﻪ ﻫﻤﻪﮔﯿﺮی ﮐﻮوﯾﺪ-19، ﺑﯿﺶ از 195 ﮐﺸﻮر دﻧﯿﺎ ﻣﺠﺒﻮر ﺑﻪ ﺗﻮﻗﻒ ﻓﻌﺎﻟﯿﺖﻫﺎی آﻣﻮزﺷﯽ ﺧﻮد در ﻣﻘﺎﻃﻊ ﻣﺨﺘﻠﻒ ﺷﺪهاﻧﺪ ﮐﻪ ﭼﯿﺰی ﻣﻌﺎدل 91 درﺻﺪ ﯾﺎ 1/6 ﻣﯿﻠﯿﺎرد داﻧﺶآﻣﻮز و داﻧﺸﺠﻮ اﺳﺖ. ﻫﺪف اﯾﻦ ﭘﮋوﻫﺶ ﺑﺮرﺳﯽ ﻣﯿﺰان ﯾﺎدﮔﯿﺮی داﻧﺸﺠﻮﯾﺎن از ﻃﺮﯾﻖ آﻣﻮزشﻫﺎی ﻣﺠﺎزی در دورهی ﻫﻤﻪﮔﯿﺮی ﮐﻮوﯾﺪ-19 و ﻣﻘﺎﯾﺴﻪی آن ﺑﺎ آﻣﻮزشﻫﺎی ﺣﻀﻮری ﺑﻮد. در اﯾﻦ ﻣﻄﺎﻟﻌﻪ از روش ﭘﮋوﻫﺸﯽ ﺗﻮﺻﯿﻔﯽ-ﻣﻘﻄﻌﯽ اﺳﺘﻔﺎدهﺷﺪه اﺳﺖ. ﺟﺎﻣﻌﻪی آﻣﺎری اﯾﻦ ﭘﮋوﻫﺶ ﺷﺎﻣﻞ ﮐﻠﯿﻪ داﻧﺸﺠﻮﯾﺎن ﺳﺎل دوّم ﺗﺎ ﺳﺎل آﺧﺮ داﻧﺸﮕﺎه ﺳﯿﺴﺘﺎن و ﺑﻠﻮﭼﺴﺘﺎن در ﺳﺎل 1400 ﺑﻪ ﺗﻌﺪاد ﺣﺪود 15000 ﻧﻔﺮ ﺑﻮده و ﺣﺠﻢ ﺟﺎﻣﻌﻪ ﻧﻤﻮﻧﻪ ﺑﻪ اﺳﺘﻨﺎد ﺟﺪول ﺗﻌﯿﯿﻦ ﺣﺠﻢ ﻧﻤﻮﻧﻪ ﺳﯿﻨﮓ و ﻣﺎﺳﻮﮐﻮ ﺑﺮاﺑﺮ ﺑﺎ 376 داﻧﺸﺠﻮ (ﺑﻪ ﺗﻔﮑﯿﮏ 154 ﭘﺴﺮ و 222 دﺧﺘﺮ) ﺑﺮآورد ﺷﺪ. از روش ﻧﻤﻮﻧﻪﮔﯿﺮی ﻃﺒﻘﻪای ﻣﺘﻨﺎﺳﺐ ﺑﺎ ﺣﺠﻢ (ﺑﺮﺣﺴﺐ داﻧﺸﮑﺪه) و ﺗﺼﺎدﻓﯽ ﺳﺎده اﺳﺘﻔﺎدهﺷﺪه اﺳﺖ. ﺑﺮای ﮔﺮدآوری دادهﻫﺎ از ﭘﺮﺳﺸﻨﺎﻣﻪ ﻣﺤﻘﻖ ﺳﺎﺧﺘﻪ ﺑﺴﺘﻪ ﭘﺎﺳﺦ در ﻃﯿﻒ ﭘﻨﺞ ﮔﺰﯾﻨﻪ اﯾﯽ ﻟﯿﮑﺮت اﺳﺘﻔﺎده ﺷﺪ. ﺑﺮای ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ آﻣﺎری دادهﻫﺎ از روشﻫﺎی آﻣﺎری ﻫﻤﭽﻮن ﻣﺤﺎﺳﺒﻪ درﺻﺪﻫﺎ، ﻣﯿﺎﻧﮕﯿﻦﻫﺎ، اﻧﺤﺮاف ﻣﻌﯿﺎر، آزﻣﻮن t ﻫﻤﺒﺴﺘﻪ و ﻣﺴﺘﻘﻞ، آزﻣﻮن ﺗﺤﻠﯿﻞ وارﯾﺎﻧﺲ و آزﻣﻮن ﺗﻌﻘﯿﺒﯽ ﺑﻮﻧﻔﺮوﻧﯽ اﺳﺘﻔﺎده ﺷﺪ. ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﮐﻪ ﻣﯿﺰان اﺛﺮﺑﺨﺸﯽ دورﻫﺎی ﺣﻀﻮری در ﺣﻮزهی ﺷﻨﺎﺧﺘﯽ در ﺣﺪ ﻧﺴﺒﺘﺎً ﺧﻮب (3/82±1/13)و در ارﺗﺒﺎط ﺑﺎ آﻣﻮزشﻫﺎی ﻣﺠﺎزی در ﺣﺪ ﻧﺴﺒﺘﺎً ﻣﺘﻮﺳﻂ (2/84±1/05) ﺑﻮده اﺳﺖ. ﻫﻤﯿﻦﻃﻮر ﻣﯿﺰان اﺛﺮﺑﺨﺸﯽ دورﻫﺎی ﺣﻀﻮری در ﺣﻮزهی ﻋﺎﻃﻔﯽ در ﺣﺪ ﻧﺴﺒﺘﺎً ﺧﻮب (3/64±1/13) و در ارﺗﺒﺎط ﺑﺎ آﻣﻮزشﻫﺎی ﻣﺠﺎزی در ﺣﺪ ﭘﺎﯾﯿﻦﺗﺮ از ﻣﺘﻮﺳﻂ (2/84±1/05) ﺑﻮده اﺳﺖ و درﻋﯿﻦﺣﺎل ﻣﯿﺰان اﺛﺮﺑﺨﺸﯽ دورﻫﺎی ﺣﻀﻮری در ﺣﻮزهی ﺗﻮاﻧﺸﯽ (ﻣﻬﺎرتﻫﺎی اﺟﺘﻤﺎﻋﯽ-ارﺗﺒﺎﻃﯽ) در ﺣﺪ ﺧﻮب (3/80±1/09) و در ارﺗﺒﺎط ﺑﺎ آﻣﻮزشﻫﺎی ﻣﺠﺎزی در ﺣﺪ ﭘﺎﯾﯿﻦﺗﺮ از ﻣﺘﻮﺳﻂ (2/71±1/12) ﺑﻮده اﺳﺖ. در ﻫﺮ ﺳﻪ ﺣﻮزه ﻣﻬﺎرتﻫﺎی ﺷﻨﺎﺧﺘﯽ، ﻋﺎﻃﻔﯽ و ﺗﻮاﻧﺸﯽ، ﺗﻔﺎوت ﻣﻌﻨﺎداری در ﺳﻄﺢ 0/05 ﺑﯿﻦ دو روﯾﮑﺮد آﻣﻮزﺷﯽ ﻣﺸﺎﻫﺪه ﺷﺪ. ﻣﯿﺰان ﻓﻌﺎﻟﯿﺖﻫﺎی درﺳﯽ داﻧﺸﺠﻮﯾﺎن در ﻃﻮل آﻣﻮزشﻫﺎی ﻣﺠﺎزی در ﻣﻘﺎﯾﺴﻪ ﺑﺎ آﻣﻮزشﻫﺎی ﺣﻀﻮری ﻧﺴﺒﺘﺎً ﮐﻤﺘﺮ ﺑﻮده اﺳﺖ. ﻧﻬﺎﯾﺘﺎً اﯾﻨﮑﻪ ﻣﯿﺰان رﺿﺎﯾﺖ داﻧﺸﺠﻮﯾﺎن از ﮐﻼسﻫﺎی ﻣﺠﺎزی ﮐﻤﺘﺮ از ﺣﺪ ﻣﺘﻮﺳﻂ ﺑﻮده اﺳﺖ.

university students' perception about the rate of learning through virtual education during the covid-19 pandemic and its comparison with face-to-face education

according to the unesco’s 2020 report on the state of education in different countries of the world due to the covid19 pandemic, more than 195 countries have been forced to stop their educational activities at different times, which is equivalent to 91% or 1.6 billion students. this study aimed to investigate the rate of students’ learning through virtual education in the covid19 pandemic and compare it with facetoface education.the study method was descriptive crosssectional and the target population of all second to fourth year students of university of sistan and baluchestan in the year 1400 was over 15,000 subjects. 375 students (154 boys and 222 girls) were selected as the sample population using singh and masuku sample size determination table. a researchermade questionnaire in a fivechoice likert scale was used to collect data. statistical methods such as, paired and independent ttest, analysis of variance, and bonferroni post hoc test were used for statistical analysis of data. the software used was spss21. the results showed that the effectiveness of facetoface education in the field of cognition was relatively good (3.82±1.13) and concerning virtual education was relatively moderate (2.84±1.05). also, the effectiveness of facetoface classes in the emotional field has been relatively good (3.64±1.13) and concerning virtual education has been lower than average (2.84±1.05), and at the same time the effectiveness of facetoface classes in the field of competence (socialcommunication skills) has been good (3.80±1.09) and in communication with elearning has been below average (2.71±1.12). in all three domains of cognitive, emotional, social skills, a significant difference was observed at the level of p≤01 between the two educational approaches. the amount of students’ academic activities during virtual education was relatively less compared to facetoface education. due to the unwanted experience of the covid19 pandemic, it seems that educational centers at all levels, especially higher education, should design and implement coherent and rapid measures and programs to familiarize students with information technology related to virtual education to make such a course effective.