توانمندسازی شایستگی فناورانه مدرسان دوره‌های مبتنی بر وب: کاربرد چارچوب اجتماع کاوشگر و تأثیر آن بر انگیزه، مشغولیت و رضایت تحصیلی دانشجومعلمان دانشگاه فرهنگیان

نویسندگان
عباس تقی زاده
سمانه سادات موسویان
استادیار، گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، صندوق پستی 889-14665، تهران، ایران
10.61838/KMAN.IRPHE.31.4.4
چکیده
این مطالعه با هدف معرفی و به‌کارگیری چارچوب اجتماع کاوشگر به‌عنوان الگویی برای تقویت شایستگی فناوری مدرسان در دوره‌های مبتنی بر وب با تأکید بر اثرگذاری بر رضایت، انگیزش و درگیری تحصیلی دانشجومعلمان دانشگاه فرهنگیان انجام شد. این پژوهش از نظر روش تحقیق شبه ­آزمایشی با استفاده از طرح پیش‌آزمون و پس‌آزمون با گروه‌ کنترل بود. جامعه آماری شامل کلیه‌ دانشجویان دانشگاه فرهنگیان در سال تحصیلی 1402-1401 بود که با استفاده از روش نمونه‌گیری در دسترس، 62 دانشجوی حاضر در دوره‌های آموزش آنلاین در قالب دو کلاس انتخاب شدند و به شیوه‌ تصادفی یک کلاس به گروه آزمایش (32 دانشجو) و کلاس دیگر به گروه کنترل (30 دانشجو)  اختصاص پیدا کرد. ابزارهای تحقیق شامل پرسشنامه راهبردهای انگیزشی برای یادگیری پینتریچ و دی گروت (1990)، ابزار پیمایش رضایت فراگیران دوره‌های آنلاین چانگ (2013) و پرسشنامه درگیری فراگیران در محیط‌های آنلاین هوی و لی هانگ (2021) بود. آزمون‌ تحلیل کوواریانس چندمتغیره برای تحلیل داده‌های پژوهش استفاده شد. نتایج آزمون تحلیل کوواریانس چندمتغیره نشان داد که گروه آزمایش در مقایسه با گروه کنترل در متغیرهای انگیزش، درگیری و رضایت تحصیلی پیشرفت بهتری را در پس‌آزمون نشان دادند (0.001 P<). نتایج این تحقیق بیانگر ظرفیت به‌کارگیری چارچوب اجتماع کاوشگر در خصوص تقویت شایستگی فناوری مدرسان به‌منظور افزایش انگیزش، درگیری و رضایت تحصیلی دانشجومعلمان در دوره‌های مبتنی بر وب بود.   

کلیدواژه‌ها

موضوعات

عنوان مقاله English

Empowering Technological Competence of Web-Based Course Instructors: Using the Community of Inquiry Framework and Its Impact on Motivation, Engagement, and Academic Satisfaction of Farhangian University Student-Teachers

نویسندگان English

Abbas Taghizade
Samane sadat Musavian
Assistant Professor, Department of Educational Science, Farhangian University, P.O.Box 14665-889, Tehran, Iran
چکیده English

This study aimed to introduce and implement the Community of Inquiry (CoI) Framework as a model for enhancing the technological competence of instructors in web-based courses, with an emphasis on its impact on the satisfaction, motivation, and academic engagement of student-teachers at Farhangian University. Methodologically, this research employed a quasi-experimental design featuring pre-test and post-test assessments with a control group. The study's population consisted of all student-teachers at Farhangian University during the 2022-2023 academic year. Utilizing convenience sampling, 62 students enrolled in online courses were selected from two classes and randomly assigned to either the experimental group (32 students) or the control group (30 students). The research instruments included the Motivated Strategies for Learning Questionnaire (MSLQ) developed by Pintrich and De Groot (1990), the Learner Satisfaction Survey in Online Courses by Chang (2013), and the Online Student Engagement Questionnaire by Hoi and Le Hang (2021). Multivariate analysis of covariance (MANCOVA) was employed for data analysis. The MANCOVA results indicated that the experimental group demonstrated significant improvement in post-test scores for motivation, engagement, and academic satisfaction compared to the control group (P<0.001). These findings underscore the potential of applying the CoI Framework to enhance instructors' technological competence, thereby increasing student-teachers' motivation, engagement, and academic satisfaction in web-based learning environments.

کلیدواژه‌ها English

Community of Inquiry Framework
Teacher Technological Competence
E-learning
Academic Satisfaction
Academic Motivation
Academic Engagement.

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  • تاریخ دریافت 31 فروردین 1404
  • تاریخ بازنگری 22 خرداد 1404
  • تاریخ پذیرش 14 تیر 1404
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