اثر ظرفیت‌سازی سازمانی بر یادگیری پایدار با میانجی آموزش چندرسانه‌ای و نوآوری آموزشی در دانشکده‌های تربیت‌بدنی منتخب کشور

هدف از این پژوهش بررسی اثر ظرفیت‌سازی سازمانی بر یادگیری پایدار با میانجی آموزش چندرسانه‌ای و نوآوری آموزشی در دانشکده‌های تربیت‌بدنی منتخب کشور بود. این تحقیق؛ از نظر نوع توصیفی همبستگی، از نظر هدف کاربردی، از نظر روش جمع‌آوری داده‌ها میدانی می‌باشد. جامعه آماری را تمامی اساتید، مدرسان و مدیران دانشکده‌های تربیت‌بدنی دانشگاه‌های دولتی کشور تشکیل می‌دادند (حدود 500 نفر). برای نمونه‌گیری همه دانشکده‌ها به مثابه یک سیستم جامع علمی آموزشی تربیت‌بدنی در نظر گرفته شد. نمونه‌ آماری به تعداد قابل کفایت برای آزمون مدل در نرم‌افزار اسمارت پی‌ال‌اس (10 تا 20 برابر سوالات مربوط به متغیر دارای بیشترین تعداد سوال) انتخاب شد (136 نفر). نمونه آماری به روش نمونه‌گیری به صورت تصادفی خوشه ای از بین دانشکده‌های کشور انجام گردید. ابزار پژوهش، پرسشنامه‌ای (نیمه محقق‌ساخته) شامل 50 سوال (برای 4 متغیر اصلی و 11 بُعد آن‌ها) در مقیاس 5 گزینه لیکرت بود. اعتبارسنجی پژوهش با استفاده از روش روایی محتوایی (10 صاحب‌نظر)، پایایی (آلفای کرونباخ) و روایی سازه (برازش مدل) ارزیابی و تایید گردید. نتایج مدلسازی نشان داد که هم اثر مستقیم و هم اثر غیر مستقیم (دو میانجی نوآوری آموزشی و آموزش چندرسانه‌ای) متغیر ظرفیت سازمانی بر یادگیری پایدار معنی‌دار بود اما اثر غیرمستقیم آن از اثر مستقیم بیشتر بود. براین اساس می‌توان گفت که متغیرهای ظرفیت سازمانی هر چند اثر قابل توجهی بر یادگیری پایدار دارد اما مداخله در متغیرهای میانجی اثر آن‌ها را در سیستم آموزشی بسیار بیشتر اعمال خواهد کرد.

The effect of organizational capacity building on Sustain learning with mediator role of Multivariate Educational and educational innovation at the Selected Physical education Faculties in Iran

: According to environmental evidence, today in the country, the performance of the university is smoothly criticized and monitored. Expectations from universities go beyond student education and knowledge production and are referred to as leverage in national development. There are differences in these expectations in different disciplines and in proportion to the markets, systems and societies corresponding to these disciplines. In the meantime, more applied and interdisciplinary sciences are in the focus of several dimensions. Whether or not universities use a specialized and appropriate approach in the interdisciplinary sciences has created a challenge for various fields Sports science is one of the dynamic, interdisciplinary and applied fields in higher education. sports Faculties should be able to meet the scientific and educational needs of the sports community to play an important role in the development of sports. Achieving such a thing is no longer possible with the current capacity of these colleges and due to traditional methods of education and research, and there is a need for new and multidimensional methods. In fact, in line with the developments and advances in higher education at the international level, the faculties of sports sciences should provide the necessary ground for more and better participation of students and teachers in the educational process to achieve sustainable learning, and this requires the benefit of innovation. And educational technologies. The aim of this research was the effect of organizational capacity building on Sustain learning with mediator role of Multivariate Educational and educational innovation at the Selected sports sciences Faculties in Iran. Based on the review of the background, the study of these variables in the field of sports science has been very limited and the analysis of the relationships between these variables in all disciplines has been very limited attention of researchers. Methodology: This research is descriptivecorrelative, In terms of practical purpose and in terms of data collection method field. The statistical population consisted of all professors, lecturers and administrators of the sports science’s colleges of the state universities (About 500 people). The statistical sample was adequately selected (10 to 20 times as many variable query questions) for testing the model in PLS software (136 persons). All colleges were designated as a comprehensive science education system for sampling. Statistical sampling was done by randomcluster sampling from the faculties of the country. The research tool was a questionnaire (Semistandard) containing 50 questions (for 4 main variables and 11 dimensions) on a 5point Likert scale. Content validity (10 experts), reliability (Cronbach’s alpha) and construct validity (model fitting) were evaluated and validated. Results: Modeling results showed that Dimensions of managerial capacity (0.84), cultural capacity (0.83), entrepreneurial capacity (0.83), resource capacity (0.70) and scientific capacity (0.67) have a significant role in explaining capacity building, respectively. They were organizational. In the multimedia education variable, the dimensions of multimedia technology (0.94) and multimedia culture (0.89) had a significant role in explaining the effect, respectively. Methodological (0.94) and content (0.93) dimensions also had a significant role in explaining educational innovation, respectively. The dimensions of learning continuity (0.89), learning significance (0.87) and professional learning community (0.87) had a more significant role in explaining sustainable learning, respectively. The test of direct relationships between variables in the model showed that organizational capacity building with coefficients of 0.72, 0.25 and 0.28, respectively, has a direct and significant effect on multimedia education, educational innovation and sustainable learning. Multimedia education with a coefficient of 0.60 and 0.32 has a direct and significant effect on educational innovation and sustainable learning. Finally, the variable of educational innovation with a coefficient of 0.37 has a direct and significant effect on sustainable learning. The test of indirect relationships between variables in the model showed that the indirect effect of organizational capacity on sustainable learning through educational innovation and multimedia training was significant with coefficients of 0.35 and 0.45, respectively. results showed that both direct and indirect effects (two mediators of educational innovation and multimedia educational) of organizational capacity variable on sustainable learning were significant but its indirect effect was more than direct effect. Based on this, it can be said that although organizational capacity variables have a significant effect on sustainable learning, intervention in mediating variables will have much more effect on the educational system. Conclusion: Physical education schools, like other organizations, are made up of different components and different relationships between them that are interacting with each other. Hence, management in such a system would be very complex and incomprehensible. Models help managers to better understand the integrity of the system by simplifying the whole system, to better categorize problems, and to have a better chance of finding the right answers. in general, in explaining the convergence between the analyzed variables, it can be said that based on the research findings, it can be said that organizational capacity building can increase the educational system (innovation, multimedia and learning) in the organization. But much of its ultimate effectiveness depends on the dimensions of the education system (innovation and multimedia). Therefore, it is necessary for the management of the country’s sports sciences faculties to know the mentioned variables and the relations between them in order to improve their educational system, and to consider their integrated performance mechanisms in the implementation of programs and actions. The research model can be studied and interpreted in a multilevel and systematic way. Based on this, it can be said that the mentioned variables flow from the structural level to the functional level of the faculties (capacity building, innovation, multimedia, stabilization). Therefore, in order to achieve proper educational performance, it is necessary to manage these colleges while improving the level, scope and intensity of the effect of these variables as much as possible. Explaining the application of research results, it can be said that the educational management of sports schools does not have sufficient quantitative and qualitative models to measure and requires an acceptable method to identify the risks that the weaknesses of the educational system impose on learning. Models such as the results of this study can better determine the degree of adaptation between how new educational approaches.