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Designing and validating the blended learning model of educational organizations in CEPA program (case study: international wetlands of Sistan and Baluchistan province)

Document Type : scientific-research

Authors

1 Ph.D.Candidate, Department of Environmental Education , Payame Noor University(PNU), Tehran, Iran

2 Associate Professor, Department of Environmental Education, Payame Noor University (PNU),Tehran, Iran

10.30473/idej.2024.67753.1155

Abstract

The purpose of this research is to design and validate the model of combined education of educational organizations of the CEPA program for the protection of international wetlands in Sistan and Baluchistan region. In terms of purpose, this research is applied-developmental and in terms of qualitative-quantitative mixed method with exploratory approach. In the qualitative part, the main components of the model were extracted by combining the IBM blended learning model and the components of the CEPA program. Then, to determine the micro-components, evaluation and summarization of the discourse space was done through the Q method, and 51 Q phrases were selected from among 110 statements by ten experts. Then, the Q questionnaire was given to 19 specialists of the CEPA program through targeted sampling, and the micro-components were prioritized. Structural equation modeling analysis was used to test the model. In the quantitative part, the validation of the questionnaire was done by SPSS 22 and Amos software, and the researcher-made questionnaire with Cronbach's alpha of 91% was available to the participants. Based on the results of the qualitative part, the model includes four main components and 14 key micro-components. According to the results of the quantitative section, the t-statistic values for all factors are higher than the standard absolute value of 1.96. The validation of the research model also showed the significance of the relationships between the variables and the acceptability of the overall fit, and the research questions were suitable explanations. Creating the motivation for participation with the highest factor load was the first priority of the model design. Priority micro-components in the main component of communication and interaction, "educational network development", in education and information, "educational process development" in partnership and cooperation, "participatory and interdepartmental management" and sustainable practical action, jointly, "establishment of the indigenous approach" and "combined use of learner-centered styles" were selected.

Keywords

Main Subjects

Article Title [Persian]

طراحی و اعتباریابی الگوی آموزش ترکیبی سازمان های آموزشی درراستای اهداف برنامه سیپا (مطالعه موردی : تالاب های بین المللی استان سیستان و بلوچستان)

Authors [Persian]

  • سمانه دلیربوستانسرایی 1
  • مهدیه رضایی 2
  • مریم لاریجانی 2
  • سیدمحمد شبیری 2

1 دانشجوی دکتری گروه آموزش محیط زیست دانشکده علوم تربیتی دانشگاه پیام نور تهران ایران

2 دانشیار گروه آموزش محیط زیست دانشکده علوم تربیتی دانشگاه پیام نور تهران ایران

Abstract [Persian]

هدف این پژوهش، طراحی و اعتباریابی الگوی آموزش‌ترکیبی سازمان‌های آموزشی برنامه‌ سیپاجهت حفاظت از تالابهای بین المللی منطقه سیستان و بلوچستان است. این پژوهش از نظر هدف، کاربردی- توسعه‌ای و از نظر روش آمیخته کیفی-کمی با رویکرد اکتشافی است. در بخش کیفی با تلفیق مدل یادگیری ترکیبی آی بی ام و اجزای برنامه سیپا، مؤلفه‌های اصلی الگو ‌استخراج شد. سپس برای تعیین ریزمولفه ها، ارزیابی و جمع‌بندی فضای گفتمان از طریق روش کیو انجام شد و از میان 110 گزاره، 51 عبارت کیو توسط ده نفر از خبرگان، انتخاب گردید. سپس پرسشنامه کیو به شیوه نمونه‌گیری هدفمند، در اختیار 19 تن از متخصصان برنامه سیپا قرار گرفت و ریزمولفه‌ها اولویت‌بندی شدند. برای آزمون الگو، از تحلیل مدل‌یابی معادلات ساختاری استفاده شد. در بخش کمی، اعتباریابی پرسشنامه توسط نرم‌افزار 22 SPSS وآموس انجام شد و پرسشنامه محقق ساخته با آلفای کرونباخ 91 درصد دراختیار مشارکت کنندگان قرارگرفت. براساس نتایج بخش کیفی، الگو شامل چهار مؤلفه اصلی و 14 ریزمولفه کلیدی است. طبق نتایج بخش کمی، مقادیر آماره تی برای تمامی عوامل از میزان استاندارد قدرمطلق 96/1 بالاتر است. اعتباریابی الگوی پژوهش نیز معنی‌داری روابط بین متغیرها و قابل قبول بودن برازش کل را نشان داد و سوالات پژوهش تببین کننده مناسبی بودند.ایجاد انگیزه مشارکت با بیشترین بارعاملی، در اولویت اول طراحی الگو قرار گرفت. ریزمولفه‌های اولویت دار در مولفه ‌اصلی ارتباطات و تعامل،" توسعه شبکه آموزش"، در آموزش و اطلاعات،" توسعه فرایند آموزشی"در مشارکت وهمکاری،"مدیریت مشارکتی و بین بخشی" ودر اقدام عملی پایدار، به طور مشترک" استقرار رویکرد زیست بومی" و"استفاده ترکیبی از سبک‌های یادگیرنده محور" انتخاب شدند.

Keywords [Persian]

  • " آموزش ترکیبی"
  • تالاب گواتر"
  • تالاب هامون"
  • "سیپا"
References

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Quarterly of Iranian Distance Education Journal
Volume 6, Issue 1
April 2024
Pages 1-20
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