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تبیین الگوی علی سبک های یادگیری مرجح دانشجویان، یادگیری غیررسمی دیجیتال و عملکرد تحصیلی آنان | ||
| فصلنامه علمی پژوهش در یادگیری آموزشگاهی و مجازی | ||
| دوره 8، شماره 3 - شماره پیاپی 31، اسفند 1399، صفحه 47-58 اصل مقاله (226.6 K) | ||
| نوع مقاله: پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/etl.2021.53237.3237 | ||
| نویسندگان | ||
| الهام حیدری* 1؛ رحمت اله مرزوقی2؛ زهرا رفعت جو3 | ||
| 1استادیار، بخش مدیریت و برنامه ریزی آموزشی، دانشگاه شیراز | ||
| 2استاد، بخش مدیریت و برنامه ریزی آموزشی، دانشگاه شیراز | ||
| 3دانشجوی کارشناسی ارشد، بخش مدیریت و برنامه ریزی آموزشی، دانشگاه شیراز | ||
| چکیده | ||
| هدف کلی پژوهش بررسی روابط سبک یادگیری مرجح و عملکرد تحصیلی با نقش واسطه‌ای یادگیری غیررسمی دیجیتال در میان دانشجویان دانشگاه شیراز بود. روش مطالعة حاضر توصیفی از نوع همبستگی است. نمونة پژوهش شامل 320 نفر از دانشجویان دانشگاه شیراز بود که با استفاده از روش نمونه‌گیری تصادفی طبقه‌ای، انتخاب شدند. ابزار‌های مورد استفاده این پژوهش، شامل مقیاس‌های سنجش سبک یادگیری مرجح دانشجویان (دمار-کسکین، ازاتا، بانارا و ریلی، 2015)، یادگیری‌های غیررسمی دیجیتال (هی و لی، 2019)، عملکرد تحصیلی (یو، تیان، وگل و کوک، 2010) بود که پس از محاسبة روایی و پایایی آنها با استفاده از مدل‌های معادلات ساختاری تحلیل شدند. یافته‌ها نشان داد که ترجیح بیشتر دانشجویان به یادگیری بصری ارتباط مثبت و معناداری با افزایش تمایل به یادگیری غیررسمی دیجیتال دارد (32/0=β, 0001/0 = p). همچنین، بین ترجیح بیشتر دانشجویان به سبک یادگیری وابستگی با افزایش تمایل به یادگیری غیررسمی دیجیتال ارتباط مثبت و معناداری وجود دارد (27/0=β, 02/0 = p). افزون بر این، یافته‌ها حاکی از ارتباط مثبت و معنادار افزایش تمایل به یادگیری غیررسمی دیجیتال با بهبود عملکرد تحصیلی دانشجویان است (38/0=β, 0001/0 = p). از سوی دیگر، یافته‌ها نشان داد که افزایش تمایل دانشجویان به یادگیری به صورت وابسته با افزایش عملکرد تحصیلی آنان ارتباط مثبت و معناداری دارد (27/0=β, 01/0 = p)؛ بنابراین یادگیری‌های غیر رسمی دیجیتال با نقش واسطه‌گری خود بین سبک یادگیری مرجح و عملکرد تحصیلی تاثیر مثبت داشته است و می‌تواند موجب افزایش یا کاهش بهره‌وری عملکرد تحصیلی در بین دانشجویان شود. | ||
| کلیدواژه‌ها | ||
| سبک یادگیری مرجح؛ یادگیری غیر رسمی دیجیتال؛ عملکرد تحصیلی | ||
| عنوان مقاله [English] | ||
| Explaining the Causal Model of Students' Preferred Learning Styles, Online Non-Formal Learning and Their Academic Performance | ||
| نویسندگان [English] | ||
| Elham Heidari1؛ Rahmatallah Marzoghi2؛ Zahra Rafatjoo3 | ||
| 1Assistant Professor. Department of Administration & Educational Planning, School of Education & Psychology, Shiraz University. Shiraz. Iran | ||
| 2Professor. Department of Administration & Educational Planning, School of Education & Psychology, Shiraz University. Shiraz. Ira | ||
| 3MS.c. Student, Department of Administration & Educational Planning, School of Education & Psychology, Shiraz University. Shiraz. Iran | ||
| چکیده [English] | ||
| The aim of this study was to investigate the relationship between preferred learning style and academic performance with the mediating role of online non-formal learning among Shiraz University students. The research method was descriptive-correlational method. The research sample consisted of 320 students of Shiraz University who were selected using stratified random sampling method. The tools used in this study include scales for measuring students' preferred learning styles (Ozdamar-Keskin, Ozata, Banar & Royle, 2015), online non-formal learning (He and Li, 2019), academic performance (Yu, Tian, Vogel & Kwok, 2010). That, after calculating their validity and reliability, analyzed them using structural equation models. The findings showed that more students' preference for visual learning was positively and significantly correlated with increased tendency to online non-formal learning (β = 0.32, p = 0.0001).Also, there is a positive and significant relationship between more students' preference for dependent learning with increasing tendency to online non-formal learning (β = 0.27, p = 0.02).In addition, the findings showed that there was a positive and significant relationship between increasing the tendency to online non-formal learning and improving students' academic performance (β = 0.38, p = 0.0001). On the other hand, the findings showed that increasing students' desire to learn dependent on increasing their academic performance (β = 0.27, p = 0.01). Thus, online non-formal learning with its mediating role has a positive effect between preferred learning style and academic performance and it can increase or decrease academic performance among students. | ||
| کلیدواژه‌ها [English] | ||
| Preferred Learning Style, Online Non-Formal Learning, Academic Performance | ||
| مراجع | ||
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