Document Type : scientific-research
Authors
عضو هیات علمی
Abstract
In the last decade, the tendency to use Blended learning across the globe has grown steadily due to its benefits and attributes, and to address the weaknesses of e-learning and face-to-face Instruction. The purpose of this study was to investigate the effect of Blended Learning based on Gardner's multiple intelligences on students' learning and to compare it with the face-to-face approach. The study population included all students enrolled in Tehran Farhangian University of Primary Education. This quasi-experimental study was carried out with pretest-posttest with a control group in the academic year of 2016-2017. A total of 40 female college students participated in this study. They were selected by the available sampling method and randomly divided into two groups. Data collecting tools was a questionnaire of multiple intelligence profiles with 80 items, a questionnaire measuring the level of learning by comparing pre and post-test. Both experimental and control groups trained in eight 90-minute sessions. The control group was taught using face-to-face traditional Instruction and the experimental group along with Blended learning and network-based learning, went under Blended Instruction based on multiple intelligences using articulate engage software with educational media (text, audio, image, animation and video). To design learning activities, learners were grouped according to their predominant intelligence, which was measured through the multiple intelligence profile. In both groups, the pre-test and post-test were the same academic achievement. Data analysis was performed using SPSS 19 software. Findings of the research indicate that the level of students' learning in the experimental group has significantly increased in comparison with the control group after having participated in the Blended Learning based on multiple intelligences
Keywords
Article Title [Persian]
تاثیر آموزش ترکیبی مبتنی بر هوشهای چندگانه بر میزان یادگیری
Authors [Persian]
- محبوبه فناخسرو
- سولماز نورآبادی
Abstract [Persian]
در دهه اخیر، تمایل به استفاده ازرویکرد یادگیری ترکیبی در سراسر دنیا، بخاطر مزایا و ویژگی های مثبت آن و در راستای اصلاح نقطه ضعف های آموزش الکترونیکی و چهره به چهره، روندی فزاینده داشته است.
هدف این پژوهش،بررسی تاثیر آموزش ترکیبی مبتنی بر هوشهای چندگانه گاردنر بر میزان یادگیری دانشجویان و مقایسه آن با روش حضوری بود.
این پژوهش شبه آزمایشی با طرح پیش آزمون- پس آزمون با گروه کنترل در سال تحصیلی 96-95 انجام گردید. تعداد 40 نفر از دانشجویان دختر رشته علوم تربیتی گرایش آموزش ابتدایی دانشگاه فرهنگیان شهر تهران در این تحقیق شرکت داشتند که با استفاده از روش نمونه گیری در دسترس انتخاب و بطور تصادفی در دو گروه آزمایش و کنترل قرار گرفتند.
ابزارهای جمع آوری اطلاعات شامل ، یک پرسشنامه نیمرخ هوشهای چندگانه با 80 گویه ، یک پرسشنامه سنجش میزان یادگیری با مقایسه پیش و پس آزمون بود . هر دو گروه آزمایش و کنترل در 8 جلسه 90 دقیقه ای مباحث مشترکی را آموزش دیدند. گروه کنترل به روش حضوری آموزش داده شدو گروه آزمایش علاوه برروش یادگیری ترکیبی و شبکه محور ، تحت آموزش ترکیبی مبتنی بر هوش های چندگانه با نرم افزار Articulate Engage همراه با رسانه های آموزشی ( متن، صوت، تصویر، پویانمایی و ویدئو) قرار گرفت. برای طراحی فعالیتهای یادگیری، فراگیران بر اساس هوش غالب آنان که از طریق نیمرخ هوشهای چندگانه سنجیده شده بود، گروه بندی شدند .در هر دو گروه پیش آزمون و پس آزمون پیشرفت تحصیلی یکسان، انجام شد. تجزیه و تحلیل داده ها بکمک نرم افزار 19 SPSS انجام شد.
یافته های پژوهش حاکی از آنست که میزان یادگیری دانشجویان گروه آزمایش پس از شرکت در دوره آموزش ترکیبی مبتنی بر هوشهای چندگانه در مقایسه با گروه کنترل، بطور معناداری افزایش یافته است.
Keywords [Persian]
- آموزش ترکیبی
- یادگیری ترکیبی
- سبک های یادگیری
- هوشهای چندگانه گاردنر
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