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rajabiyan, Maryam, Moradi, Rahim. (1403). Investigating the Relationship between Web-Based Teaching Components During the COVID-19 Pandemic and Elementary School Teachers' Anxiety: A case study of Amol city. فصلنامه علمی زیست فناوری گیاهان زراعی, 6(1), 82-94. doi: 10.30473/idej.2024.70279.1180
Maryam rajabiyan; Rahim Moradi. "Investigating the Relationship between Web-Based Teaching Components During the COVID-19 Pandemic and Elementary School Teachers' Anxiety: A case study of Amol city". فصلنامه علمی زیست فناوری گیاهان زراعی, 6, 1, 1403, 82-94. doi: 10.30473/idej.2024.70279.1180
rajabiyan, Maryam, Moradi, Rahim. (1403). 'Investigating the Relationship between Web-Based Teaching Components During the COVID-19 Pandemic and Elementary School Teachers' Anxiety: A case study of Amol city', فصلنامه علمی زیست فناوری گیاهان زراعی, 6(1), pp. 82-94. doi: 10.30473/idej.2024.70279.1180
rajabiyan, Maryam, Moradi, Rahim. Investigating the Relationship between Web-Based Teaching Components During the COVID-19 Pandemic and Elementary School Teachers' Anxiety: A case study of Amol city. فصلنامه علمی زیست فناوری گیاهان زراعی, 1403; 6(1): 82-94. doi: 10.30473/idej.2024.70279.1180

Investigating the Relationship between Web-Based Teaching Components During the COVID-19 Pandemic and Elementary School Teachers' Anxiety: A case study of Amol city

Quarterly of Iranian Distance Education Journal
دوره 6، شماره 1، تیر 2024، صفحه 82-94    اصل مقاله (223.5 K)
نوع مقاله: scientific-research
شناسه دیجیتال (DOI): 10.30473/idej.2024.70279.1180
نویسندگان
Maryam rajabiyan1؛ Rahim Moradi* 2
1Doctoral student of educational technology, Allameh Tabatabai University, Tehran, Iran, university lecturer
2Assistant Professor, Department of Educational Sciences, Faculty of Humanities, Arak University, Arak, Iran
چکیده
E-learning has been extensively integrated into the educational system during the COVID-19 pandemic, aiming to enhance the quality of education. While introducing numerous benefits and positive impacts, this rapid transition has also posed new challenges that could potentially increase anxiety among elementary school teachers. Therefore, this study aimed to examine the relationship between web-based teaching components during the COVID-19 pandemic and anxiety levels among elementary school teachers, providing practical operational solutions. This research is applied in terms of purpose and correlational in terms of methodology. The statistical population of the study included all elementary school teachers in the city of Amol, totaling 750 individuals. A sample of 256 teachers was randomly selected from the city of Amol. Data were collected using the Salmi Anxiety Questionnaire, Abedini Chogordani, Ghasemi Nafchi, and Tabashir (2021), and a researcher-made questionnaire to measure web-based teaching components. The validity of the questionnaires was confirmed through face validity, and Cronbach's alpha coefficient was employed to determine the reliability of the research instrument. Data analysis was conducted using Pearson correlation coefficient and multiple regression analysis. The findings indicated that the contributions of web-based teaching components, including support and virtual learning infrastructure (169.0), learning and technological complexity (141.0), electronic content production (267.0), and type of course instruction (203.0), were significant predictors of teachers' anxiety during the COVID-19 pandemic. However, the contribution of the effective assessment component (107.0) was not statistically significant. Virtual education infrastructure, learning technological skills, acquiring content production skills, type of course instruction, were negative predictors of teachers' anxiety during the pandemic. The results of the study revealed a significant negative relationship between some web-based teaching components and anxiety levels. Therefore, it is recommended to reduce teaching anxiety in web-based education by implementing empowerment courses to develop online teaching skills, producing effective content, and fostering technological development in in-service teacher training.
کلیدواژه‌ها
Virtual education؛ Web-based teaching؛ Anxiety؛ Teachers
عنوان مقاله [English]
بررسی رابطه بین مؤلفه‌های آموزش مبتنی بر وب در دوران همه‌گیری کووید-19 و اضطراب معلمان مدارس ابتدایی: مطالعه موردی شهرستان آمل
نویسندگان [English]
مریم رجبیان ده زیره1؛ رحیم مرادی2
1دانشجوی دکتری تکنولوژی آموزشی، دانشگاه علامه طباطبائی، تهران، ایران، مدرس دانشگاه
2استادیار گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه اراک، اراک، ایران
چکیده [English]
یادگیری الکترونیکی به طور گسترده‌ای در نظام آموزشی در طول دوران کرونا با هدف بهبود تضمین کیفیت آموزش مورد استفاده قرار گرفت. این پاندمی تأثیر قابل توجهی بر آموزش داشته و معلمان را مجبور به استفاده سریع از ابزارهای آموزش مبتنی بر وب کرده است. این امر علاوه بر مزایا و تاثیرات مثبت، چالش‌های جدیدی نیز ایجاد کرده که می‌تواند منجر به افزایش اضطراب در معلمان ابتدایی شود. از این رو پژوهش حاضر با هدف بررسی رابطه بین مولفه‌های تدریس مبتنی بر وب در دوران کرونا با اضطراب معلمان دوره ابتدایی و ارائه راهکارهای عملیاتی انجام شد. این پژوهش از نظر هدف کاربردی و از نظر روش پیمایشی از نوع همبستگی است. جامعه آماری این پژوهش کلیه معلمان مدارس دوره ابتدایی شهر آمل بودند که تعداد آن 750 نفر بود. با استفاده از روش نمونه گیری تصادفی ساده تعداد 256 معلم در شهرستان آمل انتخاب شدند. برای جمع آوری داده های پژوهش از پرسشنامه بومی اضطراب سلیمی، عابدینی چگردانی، قاسمی نافچی و تباشیر (1400) و پرسشنامه محقق ساخته به منظور اندازه گیری مولفه‌های تدریس مبتنی بر وب استفاده شده است. برای تعیین روایی پرسشنامه ها از روایی صوری و به منظور تعیین پایایی ابزار تحقیق از ضریب آلفای کرونباخ استفاده شد. جهت تجزیه و تحلیل داده ها از آزمون ضریب همبستگی پیرسون و تحلیل رگرسیون چندگانه استفاده شد. یافته‌های پژوهش نشان داد سهم هر یک از مولفه های تدریس مبتنی بر وب (پشتیبانی و زیرساخت آموزش مجازی(169/0-)، یادگیری و پیچیدگی فناوری(141/0-)، تولید محتوای الکترونیکی(267/0-)، تدریس نوع دروس(203/0-) به عنوان متغیرهای پیش بین، برای پیش بینی اضطراب معلمان در زمان همه گیری کرونا معنی‌دار ولی سهم مولفه ارزشیابی اثر بخش(107/0) از نظر آماری معنی‌دار نشده است. مولفه‌های زیرساخت آموزش مجازی، یادگیری مهارت‌های فناورانه، یادگیری مهارت تولید محتوای الکترونیکی، تدریس نوع دروس، پیش بینی کننده های منفی اضطراب معلمان در دوران همه گیری کرونا بودند. از این رو پیشنهاد می‌شود جهت کاهش اضطراب تدریس در آموزش مبتنی بر وب، دوره‌های توانمندسازی با هدف توسعه مهارت‌های تدریس آنلاین، تولید محتوای اثربخش و توسعه مهارت‌های فناورانه در آموزش های ضمن خدمت معلمان در نظر گرفته شود.
کلیدواژه‌ها [English]
آموزش مجازی, تدریس مبتنی بر وب, اضطراب معلمان, همه گیری کرونا
مراجع

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