بررسی رابطه میان عوامل اثربخشی آموزش الکترونیکی و یادگیری خودتنظیم با نقش تعدیلگر ویژگی های شخصیتی (مورد مطالعه: دانشجویان دانشگاه تهران) (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
این پژوهش با هدف بررسی رابطه میان عوامل اثربخشی آموزش الکترونیکی و یادگیری خودتنظیم با در نظر گرفتن نقش تعدیلگر ویژگی های شخصیتی صورت پذیرفته است. پژوهش در گروه پژوهش های کاربردی، پیمایشی و بر اساس معیار ماهیت داده ها و مبنای پژوهش یک پژوهش کمی است. اصلی ترین ابزار گردآوری اطلاعات در این پژوهش 3 پرسش نامه استاندارد، و جامعه آماری این پژوهش شامل دانشجویان دانشگاه تهران است. حجم نمونه در این پژوهش با استفاده از نرم افزار نمونه گیری Spss Sample power برابر با 351 نفر و شیوه نمونه گیری، نمونه گیری در دسترس است. ابزار تجزیه وتحلیل اطلاعات پرسش نامه ای این پژوهش نرم افزار آماری SPSS و AMOS است. به منظور تعیین وجود یا عدم وجود تأثیر و ارتباط بین متغیرها و برآورد و تعمیم نتایج به دست آمده از حجم نمونه به جامعه آماری از آزمون ضریب همبستگی پیرسون، مدل همبستگی ساختاری، مدل رگرسیونی چندگانه و مدل تعدیلگر جهت ارزیابی فرضیه های پژوهش استفاده گردیده است. با توجه به یافته های این پژوهش بین عوامل مؤثر بر اثربخشی آموزش الکترونیکی و یادگیری خودتنظیم یک رابطه مثبت و معنادار وجود داشته است. 41 درصد علت یادگیری خودتنظیم، مربوط به ابعاد عوامل مؤثر بر اثربخشی آموزش الکترونیکی است. پس ابعاد عوامل مؤثر بر اثربخشی آموزش الکترونیکی بر یادگیری خودتنظیم تأثیرگذار می باشد و می توان یادگیری خودتنظیم را بر اساس عوامل مؤثر بر اثربخشی آموزش الکترونیکی در جامعه آماری پیش بینی نمود. متغیر ویژگی های شخصیتی نیز برای عوامل مؤثر بر اثربخشی آموزش الکترونیکی بر یادگیری خودتنظیم، نقش تعدیل گر داشته است.Investigating the Relationship Between the Effectiveness of eE-Learning and Self-Regulated Learning with the Moderating Role of Personality Traits (Case Study: University of Tehran Students)
This research aims to investigate the relationship between the effectiveness of e-learning and self-regulated learning, taking into account the moderating role of personality traits. The research in the applied research group is a survey and a quantitative research. The main tool for collecting information in this research is 3 standard questionnaires, and the statistical population of this research includes Tehran University students. The sample size in this research is equal to 351 people using the Spss Sample power sampling software and the sampling method is available sampling. The tool for analyzing questionnaire data of this research is SPSS and AMOS statistical software. In order to determine the presence or absence of influence and relationship between variables and to estimate and generalize the results obtained from the sample size to the statistical population, Pearson's correlation coefficient test, structural correlation model, multiple regression model and moderator model were used to evaluate the research hypotheses. According to the findings of this research, there has been a positive and significant relationship between the factors affecting the effectiveness of e-learning and self-regulation learning. 41% of the reason for self-regulation learning is related to the dimensions of factors affecting the effectiveness of e-learning. So, the dimensions of the factors affecting the effectiveness of e-learning have an effect on self-regulation learning, and self-regulation learning can be predicted based on the factors affecting the effectiveness of e-learning in the statistical population. The variable of personality traits has also played a moderating role for the factors affecting the effectiveness of e-learning on self-regulation learning. Introduction Educational systems are created with a specific mission and strive to achieve certain goals (Nematollahi et al., 2023). For this purpose, the use of evaluation mechanisms provides the necessary conditions and contexts for the transparency of performance, the accountability of educational systems, and information on the level of achievement of goals and objectives. Learning is a function by which new or existing knowledge, behaviors, abilities, or choices are understood, reinforced, and modified, which may lead to a potential change in the combination of data, depth of knowledge, approach, or behavior relative to the type and range of experiences. (Fisher et al., 2021; Hong et al., 2021; Prasad, 2021). Learning does not happen instantaneously, but grows based on past knowledge. On this basis, learning can be defined along a process (Sarid et al., 2021b; Yukselturk & Bulut, 2007). Learning in humans can be part of the process of education, personal development, and exercises that may be purposeful or motivated (Howlett et al., 2021; Prasad, 2021). In 1998, Forty-four percent of higher education institutions offered distance education courses, an eleven percent increase from 1995 (Cerezo et al., 2020). But due to the rapid development of online education, our understanding of education and learning in this new environment is lagging behind and we have not comprehensively reviewed the literature and many important issues and factors of online education and learning (Bai & Guo, 2021; Maldonado-Mahauad et al., 2018; Sletten, 2017). One of the factors that can affect students' academic performance is self-regulated learning, which is planning based on self-observation that continuously monitors behavior to achieve desired goals. Also, personality traits have been introduced as one of the most important factors in influencing teaching and learning (Maldonado-Mahauad et al., 2018; Panadero et al., 2017; van Houten-Schat et al., 2018). In this regard, in order to improve e-learning systems and self-regulated learning, which is the learning style in e-learning systems, and to explain the role of personality traits, it is necessary to conduct research considering the effect of these variables. Case study University of Tehran students Materials and Methods This research is based on the objective criterion in the applied research group, based on the data collection time criterion in the survey research group, based on the nature of data criterion and the basis of the research, it is a quantitative research and based on the criterion of the data collection method, it is a field research using a questionnaire tool. The main tool for collecting information in this research is 3 standard questionnaires and the spectrum used in the questionnaire of this research is the Likert scale. In line with the data analysis in this research, a questionnaire data analysis tool was used with SPSS and AMOS structural equation modeling software. The statistical population of this research is the students of Tehran University, the sample size in this research is equal to 351 people using SPSS SAMPLE POWER software and the sampling method in this research is available sampling. In order to determine the presence or absence of influence between variables and to estimate and generalize the results obtained from the sample size to the statistical population, Pearson's correlation coefficient test, structural correlation model, multiple regression model and moderator model have been used to evaluate the research hypotheses. Discussion and Results According to the findings of the research, the coefficient of determination in this model indicates that 41% of the cause of self-regulation learning is related to the dimensions of factors affecting the effectiveness of e-learning (error prevention, visibility, flexibility, course management, interaction, feedback and assistance, accessibility, stability and functionality, measurement strategies, memory capabilities, completeness, appearance beauty, reduction of rework). In general, according to the output of the bootstrap test to clarify the significance or non-significance of the determination coefficient of 0.41, because the significance level value in this test is reported as 0.0001, it can be concluded that in general these effects (influence of independent variables on the variable dependent) is significant, so the dimensions of the factors affecting the effectiveness of e-learning have an effect on self-regulation learning (there is a significant relationship between the factors affecting the effectiveness of e-learning and self-regulation learning).Also, the general result of the moderating model is that; It is possible to predict self-regulated learning based on factors affecting the effectiveness of e-learning in the statistical population. Considering that both models have a significant difference in the estimation of the coefficient of influence and the significance level is reported to be smaller than the standard error level of 0.05, it can be concluded that the variable of personality characteristics has an effect on the effectiveness of e-learning on self-regulation learning, It has a moderator. Conclusion The results of the Pearson correlation coefficient test and the correlation model used in the evaluation of the hypotheses showed that; The value of the correlation coefficient of these two variables in Amos software is equal to 0.53, which indicates that these two variables have a good correlation. So, in general, it can be concluded that there is a positive and meaningful relationship between the factors affecting the effectiveness of e-learning and self-regulation learning, the slope of the regression risk in the data distribution diagram is also positive, indicating that as the amount of factors affecting the effectiveness of e-learning increases, learning Self-regulation will also increase and vice versa. The value of the coefficient of determination in this model indicates that 41% of the cause of self-regulation learning is related to the dimensions of factors affecting the effectiveness of e-learning. Also, each of the 12 dimensions has a unique effect on the effectiveness of the e-learning system; Also, the moderating role of personality traits has been proven and the role of each of its dimensions is confirmed.
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