نوع مقاله : مقاله علمی - پژوهشی

نویسندگان

1 دانشگاه لرستان

2 دکترای علم اطلاعات و دانش‌شناسی، گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان

10.22047/ijee.2022.326375.1889

چکیده

 پژوهش حاضر با هدف بررسی تأثیر روش‌های ارزشیابی برخط هم‌زمان و ناهم‌زمان بر فرایند یاددهی-یادگیری اجرا گردید. پژوهش حاضر از لحاظ هدف کاربردی، از نظر روش تحقیق آمیخته از نوع اکتشافی متوالی و شیوه گردآوری پیمایشی بود. جامعه آماری در بخش کیفی شامل تمام اساتید دانشگاه لرستان بود و با استفاده از نمونه‌گیری هدفمند ۲۰ مصاحبه با ۲۰ نفر از خبرگان تا زمان اشباع اطلاعاتی انجام گرفت. جامعه آماری در بخش کمی دانشجویان (9304 نفر) و اساتید (322 نفر) دانشگاه لرستان بودند که 369 نفر از دانشجویان و 175 نفر از اساتید به عنوان نمونه آماری انتخاب شدند. ابزار گردآوری اطلاعات در پژوهش حاضر، مصاحبه نیمه‌ساختاریافته و پرسش‌نامه محقق‌ساخته بود. برای تجزیه‌وتحلیل داده‌های پژوهش، از تحلیل مضمون و مدل‌سازی معادلات ساختاری استفاده شد. یافته‌های تحقیق نشان داد که روش‌های ارزشیابی برخط هم‌زمان و برخط ناهم‌زمان بر فرایندهای یاددهی و یادگیری دانشجویان دانشگاه لرستان تأثیر مثبت و معنی‌داری دارند، با این حال روش ارزشیابی برخط هم‌زمان تأثیر بیشتری بر فرایند یادگیری و روش ارزشیابی برخط ناهم‌زمان تأثیر بیشتری بر فرایند یاددهی دارند. با توجه به تأثیر مثبت هر دو روش ارزشیابی بر فرایند یاددهی-یادگیری، اعضای هیئت علمی دانشگاه لرستان می‌توانند از هر دو روش برای ارزشیابی دانشجویان استفاده نمایند

کلیدواژه‌ها

عنوان مقاله [English]

The effect of simultaneous and asynchronous online assessment methods on the teaching-learning process: A case study of Lorestan University

نویسندگان [English]

  • donia darvishighazanghi 1
  • iraj nikpay 1
  • Ehsan Geraei 2

2 Lorestan University

چکیده [English]

The purpose of this study was to investigate the effect of simultaneous and asynchronous online assessment methods on the teaching-learning process. The present study was applied in terms of purpose, research method of consecutive exploratory type and survey collection method. The statistical population in the qualitative section included professors of Lorestan University and using targeted sampling, 20 interviews with 20 experts were conducted until information saturation. The statistical population in the quantitative section included students (9304 people) and professors (322 people) of Lorestan University, of which 369 students and 175 professors were selected as a statistical sample. The data collection tool in the present study was a semi-structured interview and a researcher-made questionnaire. Thematic analysis and structural equation modeling were used to analyze the research data. Findings showed that simultaneous and asynchronous online assessment methods have a positive and significant effect on teaching and learning processes of Lorestan University students. However, simultaneous online assessment method has a greater impact on the learning process and asynchronous online assessment method has a greater impact on the teaching process. Due to the positive effect of both evaluation methods on the teaching-learning process, faculty members of Lorestan University can use both methods to evaluate students

کلیدواژه‌ها [English]

  • Evaluation methods
  • simultaneous online evaluation
  • asynchronous online evaluation
  • virtual education
  • learning
  • teaching
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