Document Type : scientific-research
Authors
1 Ph.D. Student in Distance Education Planning, Department of Educational Sciences,, Payame Noor University, Tehran, Iran
2 Assistant Professor, Department of Educational Sciences, Payame Noor University(PNU), P. O. Box: 19395-4697, Tehran, Iran.
3 Prof., Department of Educational Sciences,, Payame Noor University, Tehran, Iran
Abstract
The purpose of this research was to construct, validate and determine the reliability of online teaching satisfaction model among virtual course professors. For this purpose, an attempt has been made to design a questionnaire based on the model of Bolliger and Vasilik (2009) to measure the satisfaction of professors with online teaching. In order to create, compile and standardize such a questionnaire, the literature related to satisfaction with online teaching, which was available in the form of articles and books, was carefully reviewed. Finally, the definitions and concepts of satisfaction with online teaching were designed as 30 questions with 5 options using the "Likert scoring" method in the form of measuring the satisfaction of professors with online teaching. The reliability of the questionnaire was evaluated through Cronbach's alpha and retest and construct validity through confirmatory factor analysis. The formal and content validity of the questions was examined by asking the opinions of 19 expert professors in the field of online teaching, and its reliability was also tested on 50 professors of online courses in the "retest" method and at a time interval of 5 weeks. , 0.72 was calculated. Then the questionnaire was implemented on 350 professors of the virtual courses of Payam-Noor University and by using factor analysis with "rotational" method of "Varimax" type, 3 factors with characteristic value higher than 5 were determined as follows: "Satisfaction" from the organization", "student satisfaction" and "self satisfaction". Therefore, the reliability coefficients were between 0.68 and 0.89 for all subscales and 0.78 for the whole questionnaire by the test-retest method. The internal consistency coefficients for all subscales were between 0.62 and 0.75 and for the whole questionnaire was 0.93. In general, the validity and reliability coefficients obtained for the questionnaire were satisfactory. The designed questionnaire is distinguished from other questionnaires in the field of online teaching satisfaction for two reasons. First, this questionnaire covers areas of satisfaction that are related to organizational, student, and self-satisfaction. Second, each of its questions is derived from a defined index, and this issue makes the professors' "satisfaction with online teaching" based on a theoretical framework. Finally, it can be said that according to the reliability and validity results, this questionnaire is a relatively suitable tool for measuring the threshold of "satisfaction with online teaching" of online course professors at Payam Noor University. Obviously, building a scale to measure an existing structure is extremely difficult and time-consuming if done correctly; For example, studying the history of the formation of well-known tests in the world, which are highly reliable and valid.
Keywords
Main Subjects
Article Title [Persian]
ساخت، اعتبار و اعتمادیابی الگوی رضایت تدریس برخط در اساتید دوره‌های مجازی
Authors [Persian]
- سمیه خدارحمی 1
- حسین حافظی 2
- مهران فرج اللهی 3
- محمدرضا سرمدی 3
1 دانشجوی دکتری، برنامه ریزی آموزش از دور، گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران.
2 استادیار، گروه علوم تربیتی، دانشگاه پیام نور، ص. پ. 4697-19395، تهران، ایران.
3 استاد، گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران.
Abstract [Persian]
هدف این پژوهش ساخت، اعتبار و اعتمادیابی الگوی رضایت تدریس برخط در اساتید دوره های مجازی بود. بدین منظور تلاش شده است تا بر اساس مدل بولیگر و واسیلیک(2009) پرسشنامه ای برای سنجش رضایتمندی از تدریس برخط اساتید طراحی شود. برای ساخت چنین پرسشنامه ای، ادبیات مربوط به رضایتمندی از تدریس برخط با دقت تمام مرور شد. در نهایت، تعاریف و مفاهیم رضایتمندی از تدریس برخط به صورت 30 سؤال 5 گزینه ای به روش «نمره گذاری لیکرت» در قالب سنجش رضایتمندی از تدریس برخط طراحی گردید. پایایی پرسشنامه از طریق ضریب آلفای کرانباخ و بازآزمایی و اعتبار سازه از طریق تحلیل عاملی تأییدی مورد بررسی قرار گرفت. روایی صوری و محتوایی سؤالات از طریق نظرخواهی از 19 نفر از اساتید مورد بررسی قرار گرفت و پایایی آن نیز از طریق اجرا بر روی 50 نفر از اساتید دوره های برخط به روش «بازآزمایی» و به فاصلة زمانی 5 هفته،72/0 محاسبه شد. سپس پرسشنامه بر روی 350 نفر از اساتید دوره های مجازی دانشگاه پیام نور اجرا شد و با استفاده از تحلیل عوامل با روش «چرخشی» از نوع «واریماکس» 3 عامل با مقدار ویژة بالاتر از 5 به شرح ذیل مشخص گردید: «رضایتمندی از سازمان»، «رضایتمندی از دانشجو» و «رضایمندی از خود». بنابراین ضرایب پایایی به وسیله روش بازآزمایی برای همه خرده مقیاس ها بین 68/0 تا 89/0 و برای کل پرسشنامه 78/0 بود. ضرایب همسانی درونی برای همه خرده مقیاس ها بین 62/ 0 تا 75/0 و برای کل پرسشنامه 93/0 بود. در کل، ضرایب اعتبار و پایایی به دست آمده برای پرسشنامه رضایت بخش بود.
Keywords [Persian]
- پرسشنامه رضایتمندی تدریس برخط
- ساخت
- اعتباریابی
- اعتمادیابی
- اساتید برخط
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