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تبیین حضور اجتماعی دانشجویان دورههای برخط بر اساس حضور شناختی، خودکارآمدی در فناوری و ادراک از جوّ یادگیری برخط (مورد مطالعه: دانشجویان دوره های برخط دانشگاه پیام نور) | ||
| اندیشه های نوین تربیتی | ||
| مقاله 3، دوره 20، شماره 2 - شماره پیاپی 72، تیر 1403، صفحه 35-48 اصل مقاله (523.77 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jontoe.2023.41000.3621 | ||
| نویسندگان | ||
| مجید ربانی* 1؛ حسین حافظی2؛ محمود اکرامی3؛ محمد رضا سرمدی4 | ||
| 1دانشجوی دکتری، برنامه‌ریزی آموزش از دور، گروه علوم تربیتی، دانشگاه پیام نور، ص. پ. 4697-19395، تهران، ایران | ||
| 2استادیار، گروه علوم تربیتی، دانشگاه پیام نور، ص. پ. 4697-19395، تهران، ایران. | ||
| 3دانشیار، گروه علوم تربیتی، دانشگاه پیام نور، ص. پ. 4697-19395، تهران، ایران. | ||
| 4استاد، گروه علوم تربیتی، دانشگاه پیام نور، ص. پ. 4697-19395، تهران، ایران. | ||
| چکیده | ||
| آموزش الکترونیکی در چگونگی تفکر ما دربارۀ تجارب آموزشی از نظر ارتباط و همکاری پایدار، تحولی شگرف ایجاد کرده است. هدف از این پژوهش، تبیین حضور اجتماعی دانشجویان دوره های برخط بر اساس حضور شناختی، خودکارآمدی در فناوری و ادراک از جوّ یادگیری برخط در دانشجویان دورههای برخط دانشگاه پیام نور بود. پژوهش حاضر به لحاظ هدف کاربردی و به لحاظ ماهیت داده های گردآوری شده، کمّی و مبتنی بر رویکرد همبستگی بود. شرکت کنندگان 265 نفر از دانشجویان دانشجویان دوره های برخط دانشگاه های پیام نور استان خراسان شمالی در سال تحصیلی 99-1398 بودند که با روش نمونه گیری تصادفی خوشه ای انتخاب شدند. از پرسشنامه های حضور شناختی، حضور اجتماعی، ادراک از جوّ یادگیری برخط و خودکارآمدی رایانه ای استفاده شد. نتایج تحلیل رگرسیون چندگانه نشان داد حضور شناختی، ادراک از جوّ یادگیری برخط و خودکارآمدی رایانه ای به‌صورت مثبت، حضور اجتماعی را پیش‌‌بینی می‌کنند؛ افزون بر این، متغیّرهای پیش‌بین به‌طورکلی 1/50 درصد از واریانس حضور اجتماعی را تبیین می‌کند. به‌طورکلی نتایج حاکی از اهمیت نقش متغیّرهای حضور شناختی، ادراک از جوّ یادگیری برخط و خودکارآمدی رایانهای در پیش بینی حضور اجتماعی بود؛ بنابراین چنانچه با استفاده از روش های آموزشی بتوان میزان حضور شناختی، ادراک از جوّ یادگیری برخط و خودکارآمدی رایانه ای را افزایش داد، میتوان سطح حضور اجتماعی را به میزان قابل ملاحظه ای ارتقا داد و از این طریق به رشد حضور اجتماعی در دانشجویان دورهه ای برخط کمک شود. | ||
| کلیدواژه‌ها | ||
| حضور اجتماعی؛ حضور شناختی؛ خودکارآمدی در فناوری و ادراک از جوّ یادگیری برخط | ||
| عنوان مقاله [English] | ||
| Explaining the Social Presence of Online Course Students based on Cognitive Presence, Technological Self Efficacy and Perception of Online Learning Climate (Case Study: Payame Noor University Online Course Students) | ||
| نویسندگان [English] | ||
| Majid Rabani1؛ Hossein Hafezi2؛ Mahmoud Ekrami3؛ Mohammadreza Sarmadi4 | ||
| 1Ph.D. Student in Distance Education Planning, Department of Educational Sciences, Payame Noor University(PNU), P. O. Box: 19395-4697, Tehran, Iran | ||
| 2Assistant Professor, Department of Educational Sciences, Payame Noor University(PNU), P. O. Box: 19395-4697, Tehran, Iran. | ||
| 3Associate Professor, Department of Educational Sciences, Payame Noor University (PNU), P. O. Box: 19395-4697, Tehran, Iran. | ||
| 4Professor, Department of Educational Sciences, Payame Noor University (PNU), P. O. Box: 19395-4697, Tehran, Iran. | ||
| چکیده [English] | ||
| E-learning has revolutionized the way we think about educational experiences in terms of sustainable communication and collaboration. The purpose of this research was to explain the social presence of online course students based on cognitive presence, self-efficacy in technology and perception of the online learning atmosphere in Payam Noor University online course students. The current research was applied in terms of its purpose and in terms of the nature of the collected data, it was quantitative and based on the correlation approach. The participants were 265 students of online courses at Payam Noor universities in North Khorasan province in the academic year of 2018-2019, who were selected by cluster random sampling method. cognitive presence, social presence, perception of online learning environment and computer self-efficacy questionnaires were used. the results of multiple regression analysis showed that cognitive presence, perception of online learning atmosphere and computer self-efficacy positively predict social presence; In addition, predictor variables generally explain 1.50% of the variance of social presence. In general, the results indicated the importance of the variables of cognitive presence, perception of online learning atmosphere and computer self-efficacy in predicting social presence; Therefore, if it is possible to increase the amount of cognitive presence, perception of the online learning atmosphere and computer self-efficacy by using educational methods, the level of social presence can be improved to a considerable extent, and in this way, the growth of social presence. Help students in online courses. Introduction The reason social presence is emphasized in online learning is that online and virtual learning experts believe that social constructivism is an important factor for improving interpersonal communication and learning quality. Social presence is influenced by various factors that learners gain from their learning experiences. More specifically, social presence can affect learners' motivation, teacher’s satisfaction, and real learning results as well as perceived learning. In addition, social presence has consequences for the design of the training course (Richardson et al., 2017) and even for retention and the desire to enroll in the online course (Liu et al.,2022). Studies have reported cognitive presence as one of the variables that play a significant role in the social presence of students in online courses. Cognitive presence refers to the degree to which learners in a specific combination in a research community are able to construct meaning through continuous communication (Gio et al., 2021). Studies have shown that self-efficacy, another variable that plays a significant role in the social presence of students in online courses, quickly spreads in special areas such as computer use and users' beliefs about their abilities. Technological self-efficacy indicates one’s judgment of their ability to use the computer to do specific tasks. In addition, studies have shown that perception of the online learning climate is another variable that plays a significant role in the social presence of students in online courses. Kaufman, Seleno, and Frisby (2016) quoting Cole, Lennon, and Weber (2019) define "online classroom space" as "a perceived relationship between instructor and student interaction in an online class." Identifying the factors that affect cognitive presence, social presence, and students' perception of the online learning climate can help to have a clearer view of the nature of the online learning environment, and also provide clear guidelines for educational designers to develop learning plans. Teachers, curriculum designers and those involved in online teaching should be equipped with the necessary tools in online education and participation as much as possible in this space. Therefore, according to the stated contents, the aim of the present study is to explain the social presence of online course students based on cognitive presence, technological self-efficacy and perception of the online learning climate in Payame Noor University online course students. Methodology The current research was applied in terms of its purpose and in terms of the nature of the collected data, it was quantitative and based on the correlation approach. The statistical population of this study was all the students of Payame Noor University in North Khorasan Province who had online courses in the academic year 2020-2021. To determine the sample size, the Krejci-Morgan method was used. Finally, 265 completed questionnaires of cognitive presence, social presence, self-efficacy in technology and online learning climate were analyzed. In this research, mean and standard deviation, simple correlation coefficient and regression methods were used. Results The values for mean and standard deviation were 15.38±42.14 for cognitive presence, 41.87±42.22 for technological self-efficacy, 96.86±09.26 for social presence, and 34.51±22.16 for online learning climate. Pearson’s correlation coefficient was 0.69 between cognitive presence and social presence, 0.55 between self-efficacy and social presence, and 0.39 between social presence and online learning climate, all of which are significant (P<0.01). Also, the results of simultaneous multiple regression of cognitive presence, technological self-efficacy and perception of online learning climate explained 50.4% of social presence. Discussion and conclusion This research aimed to investigate the role of cognitive presence, technological self-efficacy and perception of online learning climate in predicting the social presence of students of Payame Noor University's online courses. The findings showed that cognitive presence, technological self-efficacy and perception of online learning climate play a decisive role in predicting changes in the social presence of online course students. Students who have a higher level of technological self-efficacy and perception of the online learning climate enjoy higher academic success in online courses and accordingly overestimate their abilities. This factor itself can increase the level of social presence of students in online courses. | ||
| کلیدواژه‌ها [English] | ||
| Social presence, cognitive presence, technological self-efficacy, perception of online learning climate | ||
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