نگرش، آمادگی دیجیتال و مشارکت فعال: عوامل کلیدی در یادگیری الکترونیکی دانشجویان

نوع مقاله : مقاله علمی - پژوهشی

نویسندگان

1 دکترای شیمی معدنی از دانشگاه تربیت مدرس، استاد دانشکده علوم مهندسی دانشگاه تهران. دانشکده فنی، دانشکده علوم مهندسی، گروه آموزشی

2 دکترای تخصصی، برنامه‌ریزی توسعه آموزش‌عالی، دانشکده علوم تربیتی و روان شناسی، دانشگاه شهید بهشتی. استاد تمام موسسه پژوهش و برنامه

3 استاد سنجش و پژوهش، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران. تهران. ایران

4 دانشجوی کارشناسی ارشد آموزش مهندسی دانشگاه تهران. دانشکده فنی، دانشکده علوم مهندسی، گروه آموزشی علوم پایه و آموزش مهندسی. دانشگاه

10.22047/ijee.2025.534930.2188
چکیده
در عصر فناوری‌های دیجیتال، یادگیری الکترونیکی به یکی از ارکان اصلی نظام آموزشی تبدیل شده و ضرورت انعطاف‌پذیری و بازتعریف روش‌های سنتی آموزش را آشکار ساخته است. این پژوهش با هدف بررسی رابطۀ نگرش دانشجویان مهندسی شیمی نسبت به یادگیری الکترونیکی با آمادگی دیجیتال و مشارکت فعال آنان انجام شد. پژوهش حاضر توصیفی و از نوع همبستگی است. جامعۀ آماری شامل کلیۀ دانشجویان کارشناسی مهندسی شیمی دانشگاه تهران (تعداد کل: ۵۰۰) بود که با استفاده از نمونه‌گیری تصادفی ساده و فرمول کوکران، نمونه‌ای به حجم ۲۴۷ نفر انتخاب شد. داده‌ها با استفاده از پرسشنامه‌ای مبتنی بر ادبیات پژوهشی داخلی و خارجی گردآوری شد. روایی سازه پرسشنامه به کمک تحلیل عاملی تأییدی و پایایی آن با ضرایب آلفای کرونباخ و امگا تأیید شد. تحلیل داده‌ها در نرم‌افزار JASP و با به‌کارگیری روش‌های آمار توصیفی و استنباطی انجام گرفت. یافته‌ها نشان داد که نگرش مثبت دانشجویان به یادگیری الکترونیکی با آمادگی دیجیتال و مشارکت فعال آنان رابطۀ مثبت و معناداری دارد. نوآوری این پژوهش در آن است که با ادغام چهارچوب‌های نظری مدل پذیرش فناوری و نظریۀ خودتعیین‌گری، ابزاری جامع ارائه می‌دهد که تحلیل تعامل پیچیده میان مهارت‌های دیجیتال، انگیزۀ ذاتی و طراحی محیط‌های یادگیری الکترونیکی را ممکن می‌سازد.

کلیدواژه‌ها

موضوعات

عنوان مقاله English

ATTUDES, DIGITAL READINESS, AND ACTIVE ENGAGEMENT: KEY FACTORS IN STUDENTS’ E-LEARNING

نویسندگان English

Akram Hosseinian Serajeloo 1
Maghsoud Farasatkhah 2
Ebrahim Khodaie, 3
Hossein Barzegaran 4
1 PhD in Inorganic Chemistry from Tarbiat Modares University, Professor, Faculty of Engineering Sciences, University of Tehran. Faculty of Technology, Faculty of Engineering Sciences, Department of Basic Sciences and Engineering Education. University o
2 PhD in Higher Education Development Planning, Faculty of Educational Sciences and Psychology, Shahid Beheshti University. Full Professor, Institute for Higher Education Research and Planning. Tehran. Iran
3 Professor of Assessment and Research, Faculty of Psychology and Educational Sciences, University of Tehran. Tehran. Iran
4 Master's degree student in Engineering Education, University of Tehran. Faculty of Technology, Faculty of Engineering Sciences, Department of Basic Sciences and Engineering Education. University of Tehran. Iran
چکیده English

In the era of digital technologies, e-learning has become one of the main pillars of the educational system. This study was conducted with the aim of investigating the relationship between chemical engineering students’ attitudes towards e-learning, digital readiness and their active engagement. The present study is descriptive and correlational. The statistical population included all undergraduate chemical engineering students at the University of Tehran (total number: 500), and a sample of 247 people was selected using simple random sampling and the Cochran formula. Data were collected using a questionnaire based on domestic and foreign research literature. The construct validity of the questionnaire was confirmed with the help of confirmatory factor analysis and its reliability was confirmed with Cronbach’s alpha and omega coefficients. Data analysis was performed in JASP software using descriptive and inferential statistical methods. The findings showed that students’ positive attitude towards e-learning has a positive and significant relationship with their digital readiness and active engagement. The innovation of this research is that it integrates the theoretical frameworks of technology acceptance model and self-determination theory as a comprehensive tool that provides an analysis of the complex interaction between digital skills, intrinsic motivation and the design of e-learning environments.

کلیدواژه‌ها English

Student attitudes
digital readiness
active engagement
e-learning
models
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  • تاریخ دریافت 25 تیر 1404
  • تاریخ بازنگری 15 مهر 1404
  • تاریخ پذیرش 16 مهر 1404
  • تاریخ اولین انتشار 16 مهر 1404
  • تاریخ انتشار 01 اسفند 1404