اثربخشی الگوی طراحی یادگیری الکترونیکی تلفیقی بر عملکرد تحصیلی دانشجویان دانشگاه فرهنگیان

ﭘﯿﺸﯿﻨﻪ و اﻫﺪاف: ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﭼﺎﻟﺶ ﻫﺎی آﻣﻮزﺷﯽ اﻣﺮوزی ﺑﻪ ﻧﻈﺮ ﻣﯽ رﺳﺪ ﮐﻪ اﺳﺘﻔﺎده ﺻﺮف از ﯾﮏ ﻧﻈﺮﯾﻪ ﯾﺎدﮔﯿﺮی ﭘﺎﺳﺦ ﮔﻮی ﻣﺴﺎﺋﻞ و ﻣﺸﮑﻼت ﺣﺎﺿﺮ ﻧﯿﺴﺖ. ﻫﺪف از ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺮرﺳﯽ ﺗﺄﺛﯿﺮ اﻟﮕﻮی ﻃﺮاﺣﯽ ﯾﺎدﮔﯿﺮی اﻟﮑﺘﺮوﻧﯿﮑﯽ ﺗﻠﻔﯿﻘﯽ ﺑﺮ ﻋﻤﻠﮑﺮد ﺗﺤﺼﯿﻠﯽ داﻧﺸﺠﻮﯾﺎن داﻧﺸﮕﺎه ﻓﺮﻫﻨﮕﯿﺎن اﺳﺘﺎن ﻫﻤﺪان ﺑﻮد. روش ﻫﺎ : ﭘﮋوﻫﺶ ﺣﺎﺿﺮ از ﻧﻮع ﮐﺎرﺑﺮدی در زﻣﺮه ﻃﺮح ﻧﯿﻤﻪ آزﻣﺎﯾﺸﯽ ﺑﺎ ﮔﺮوه ﮐﻨﺘﺮل ﻧﺎﻣﻌﺎدل ﺑﻮد. ﺟﺎﻣﻌﻪ آﻣﺎری ﭘﮋوﻫﺶ ﺷﺎﻣﻞ ﮐﻠﯿﻪ داﻧﺸﺠﻮﯾﺎن ﭘﺴﺮ ﮐﺎرﺷﻨﺎﺳﯽ رﺷﺘﻪ آﻣﻮزش زﺑﺎن و ادﺑﯿﺎت ﻓﺎرﺳﯽ ﺑﻮد ﮐﻪ ﺗﻌﺪاد 30 ﻧﻔﺮ از ﻃﺮﯾﻖ ﻧﻤﻮﻧﻪ ﮔﯿﺮی دردﺳﺘﺮس اﻧﺘﺨﺎب و ﺑﻪ ﺗﺼﺎدف در دو ﮔﺮوه ﮐﻨﺘﺮل و آزﻣﺎﯾﺶ ﮔﻤﺎﺷﺘﻪ ﺷﺪﻧﺪ. ﺳﭙﺲ ﮔﺮوه آزﻣﺎﯾﺶ ﺑﺮ اﺳﺎس اﻟﮕﻮی ﻃﺮاﺣﯽ ﯾﺎدﮔﯿﺮی اﻟﮑﺘﺮوﻧﯿﮑﯽ ﺗﻠﻔﯿﻘﯽ 10 ﺟﻠﺴﮥ 90 دﻗﯿﻘﻪ ای آﻣﻮزش دﯾﺪﻧﺪ. آﻣﻮزش ﺑﺮای ﮔﺮوه ﮐﻨﺘﺮل ﺑﺪون ﻣﺪاﺧﻠﻪ و ﺑﻪ روش ﻣﺘﺪاول اﻟﮑﺘﺮوﻧﯿﮑﯽ و ﺑﻪ ﻫﻤﺎن ﺗﻌﺪاد ﺟﻠﺴﻪ و ﻣﯿﺰان ﺳﺎﻋﺖ ﺑﻮد. ﺳﭙﺲ ﭘﺲ آزﻣﻮن ﻋﻤﻠﮑﺮد ﺗﺤﺼﯿﻠﯽ ﺑﺮ ﻫﺮ دو ﮔﺮوه اﺟﺮا ﺷﺪ. اﺑﺰار ﻣﻮرد اﺳﺘﻔﺎده ﺷﺎﻣﻞ ﭘﯿﺶ آزﻣﻮن و ﭘﺲ آزﻣﻮن ﻣﺤﻘﻖ ﺳﺎﺧﺘﻪ ﻋﻤﻠﮑﺮد ﺗﺤﺼﯿﻠﯽ ﻋﯿﻨﯽ ﺑﺎ ﺗﺄﯾﯿﺪ رواﯾﯽ ﻣﺘﺨﺼﺼﯿﻦ و ﭘﺎﯾﺎﯾﯽ ﻣﺤﺎﺳﺒﻪ ﺷﺪه 0/79 )ﭘﯿﺶ آزﻣﻮن( و 0/81 )ﭘﺲ آزﻣﻮن( از ﻃﺮﯾﻖ آﻟﻔﺎی ﮐﺮوﻧﺒﺎخ ﺑﻮد. ﺳﭙﺲ داده ﻫﺎی ﮔﺮدآوری ﺷﺪه ﺑﺎ اﺳﺘﻔﺎده از آﻣﺎر ﺗﻮﺻﯿﻔﯽ و آزﻣﻮن ﮐﻮوارﯾﺎﻧﺲ ﻣﻮرد ﺗﺤﻠﯿﻞ ﻗﺮار ﮔﺮﻓﺖ. ﯾﺎﻓﺘﻪ ﻫﺎ: ﮐﺎرﺑﺴﺖ اﻟﮕﻮی ﻃﺮاﺣﯽ ﯾﺎدﮔﯿﺮی اﻟﮑﺘﺮوﻧﯿﮑﯽ ﺗﻠﻔﯿﻘﯽ ﺑﺮ ﻋﻤﻠﮑﺮد ﺗﺤﺼﯿﻠﯽ داﻧﺸﺠﻮﯾﺎن داﻧﺸﮕﺎه ﻓﺮﻫﻨﮕﯿﺎن اﺳﺘﺎن ﻫﻤﺪان در درس ﻃﺮاﺣﯽ واﺣﺪ ﯾﺎدﮔﯿﺮی اﺛﺮ ﻣﻄﻠﻮب داﺷﺘﻪ و ﺑﯿﻦ ﻣﯿﺰان ﻋﻤﻠﮑﺮد ﺗﺤﺼﯿﻠﯽ دو ﮔﺮوه در ﭘﺲ آزﻣﻮن ﺗﻔﺎوت ﻣﻌﻨﺎداری ﻣﺸﺎﻫﺪه ﺷﺪ. ﻧﺘﯿﺠﻪ ﮔﯿﺮی: ﮐﺎرﺑﺴﺖ اﻟﮕﻮی ﭘﯿﺸﻨﻬﺎدی ﻣﻮﺟﺐ ﺑﻬﺒﻮد ﻋﻤﻠﮑﺮد ﺗﺤﺼﯿﻠﯽ داﻧﺸﺠﻮﯾﺎن ﻣﯽ ﺷﻮد.

the impact of an integrative e-learning design model on academic performance of farhangian university

background and objectives: considering today's educational challenges, it seems that the use of a learning theory alone is not the answer to the present issues and problems. the purpose of the current study was to investigate the impact of an integrative e learning design model on the academic performance of farhangian university students in hamedan province. methods: the current research was of applied type in the category of semi experimental design with unequal control group. the stoical population of the study included all male undergraduate students in the field of persian language and literature education, 30 of whom were selected through available sampling and randomly assigned to two control and experimental groups. at first, the academic performance pre test was taken for both groups. then the experimental group was trained based on the integrative e learning design model for 10 90 minutes’ sessions. the training for the control group was without intervention and used the usual electronic methods and the same number of sessions and hours. then, the post test of academic performance was performed on both groups. the instrument used included the researcher making pre and posttest of objective academic performance with expert validation and reliability calculated at 0/79 (pretest) and 0/81 (posttest) through cronbach, s alpha. then the collected data was analyzed using descriptive statistics and a covariance test. findings: the finding showed that the application of an integrative e learning design model had a favorable effect on the academic performance of students of farhangian university of hamedan province in the course of learning unit design, and a significant difference was observed between the academic performance of the two groups in the post test. conclusion: the application of the proposed model improves the academic performance of students.