Document Type : scientific-research
Authors
1 مدیر دفتر تحقیقات و توسعه مدیریت شرکت آب و فاضلاب استان خراسان شمالی
2 Assistant Professor, Department of Educational Sciences, Payame Noor University(PNU), P. O. Box: 19395-4697, Tehran, Iran.
3 Associate Professor, Educational Sciences, Payame Noor University, PostBox: 19395-3697, Tehran, Iran.
4 Professor, Educational Sciences, Payame Noor University, PostBox: 19395-3697, Tehran, Iran.
Abstract
The concept of social presence is defined as the ability of learners to identify the learning community, have a sense of belonging to the community and communicate purposefully in a learning community. The reason for emphasizing the social presence of online learning is that online and virtual learning experts believe that social constructivism is an important factor in promoting interpersonal communication and the quality of learning. Given the importance of social presence as an influential variable in the process of virtual education, it is necessary to pay more attention to this issue and its predictors. In this regard, the present study aimed to provide a causal model for predicting social presence based on cognitive presence mediated by the online learning atmosphere. Participants included 265 students of online courses of Payame Noor universities in North Khorasan province in the academic year of 2009-2010 who were selected by cluster random sampling method. In order to measure the research variables, questionnaires of cognitive presence, social presence and online learning atmosphere were used. Amos software and path analysis method were used to evaluate the proposed model. The results showed that, 1-According to the above findings, the proposed model in the RMSEA index (root mean square of estimation errors) does not fit well, so the model was modified by correlating latent variable errors and The results showed that the final model has a good fit; 2-Cognitive presence has a direct, positive and significant relationship with social presence (P≤0.05 and β=0.62); There is a direct, positive and significant relationship between cognitive presence and online learning (P≤0.05 and β= 0.14) and also a direct relationship between online learning atmosphere and social presence is positive and significant (P≤0.05 and β=0.32); 3-In the indirect way, with the presence of mediator variables, the relationship between cognitive presence and social presence was still significant and the online learning atmosphere absorbs part of the effect of cognitive presence on social presence and mediates this relationship in part .
Keywords
Main Subjects
Article Title [Persian]
ارائه مدل علّی پیش بینی حضور اجتماعی براساس حضور شناختی(با واسطه گری جویادگیری برخط) دانشجویان دوره های برخط دانشگاه پیام نور: کاربرد تحلیل مسیر
Authors [Persian]
- مجید ربانی 1
- حسین حافظی 2
- محمود اکرامی 3
1 مدیر دفتر تحقیقات و توسعه مدیریت شرکت آب و فاضلاب استان خراسان شمالی
2 استادیار، گروه علوم تربیتی، دانشگاه پیام نور، ص. پ. 4697-19395، تهران، ایران.
3 دانشیار، گروه علوم تربیتی، دانشگاه پیام نور، صندوق پستی: 3697-19395، تهران، ایران.
4 استاد، گروه علوم تربیتی، دانشگاه پیام نور، صندوق پستی: 3697-19395، تهران، ایران.
Abstract [Persian]
مفهوم حضور‌اجتماعی بعنوان توانایی فراگیران برای شناسایی جامعه یادگیری، داشتن حس تعلق پذیری به جامعه و برقراری ارتباط هدفمند در یک جامعه یادگیری تعریف می شود. دلیل تاکید بر حضور‌اجتماعی یادگیری برخط این است که متخصصان یادگیری برخط و مجازی معتقدند سازنده گرایی اجتماعی عامل مهمی برای ارتقای ارتباطات بین فردی و کیفیت یادگیری است. با توجه به اهمیت حضور‌اجتماعی به عنوان یک متغیر تاثیرگذار در روند آموزش مجازی، ضروری است که بیش از پیش به این موضوع و عوامل پیش‌بینی کننده آن پرداخته شود. در همین راستا، پژوهش حاضر با هدف ارائه مدل علّی پیش‌بینی حضور‌اجتماعی براساس حضور‌شناختی با واسطه‌گری جو یادگیری برخط صورت گرفت. شرکت‌کنندگان شامل 265 نفر از دانشجویان دانشجویان دوره‌های برخط دانشگاه‌های پیام نور استان خراسان شمالی در سال تحصیلی 1399-1400 بودند که با روش نمونه‌گیری تصادفی خوشه‌ای انتخاب شدند. به منظور اندازه‌گیری متغیرهای پژوهش، از پرسشنامه‌های حضور‌شناختی، حضور‌اجتماعی و جو یادگیری برخط استفاده شد. برای ارزیابی مدل پیشنهادی از نرم‌افزار آموس و روش تحلیل مسیر استفاده شد. یافته‌‌ها نشان داد که، 1- مطابق با یافته‌های فوق مشاهده می شود الگوی پیشنهادی در شاخص RMSEA(ریشه میانگین مربعات خطاهای تخمین) برازش مطلوبی ندارد لذا الگو از طریق همبسته کردن خطاهای متغیر مکنون اصلاح شد و نتایج نشان داد که الگوی نهایی از برازش مطلوبی برخوردار است؛ 2- حضور‌شناختی با حضور‌اجتماعی رابطه مستقیم، مثبت و معنی دار وجود دارد (05/0 p ≤و 62/0= β )؛ بین حضور‌شناختی و جویادگیری برخط رابطه مستقیم، مثبت و معنی دار وجود دارد (05/0 p ≤و 14/0= β ) و همچنین رابطه مستقیم بین جو یادگیری برخط و حضور‌اجتماعی نیز مثبت و معنی دار است(05/0 p ≤و 32/0= β)؛ 3- در مسیر غیر مستقیم، با حضور متغیر میانجی، رابطه حضور‌شناختی با حضور‌اجتماعی همچنان معنی دار بود و جو یادگیری برخط بخشی از تاثیر حضور‌شناختی بر حضور‌اجتماعی را جذب و این رابطه را به طور جزئی میانجی گری می کند.
Keywords [Persian]
- حضور‌اجتماعی
- حضور‌شناختی
- جو یادگیری برخط
- دوره‌های بر خط
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