بررسی آمادگی معلمان در پذیرش پلتفرم شاد براساس مدل پذیرش مبتنی بر نگرانی در دوران همه گیری کرونا (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
با ظهور کووید-19، تحولات قابل توجه در سیستم های آموزشی جهانی رخ داد. در این شرایط معلمان نیازمند تطبیق سریع با این تغییرات در فرآیندهای آموزشی شدند. بررسی آمادگی و نیازهای آن ها برای استفاده از پلتفرم شاد، جنبه ای کلیدی برای بهبود آموزش در دوران پساکروناست. تحقیق حاضر با بررسی آمادگی 2,605 معلم برای بهره گیری از این پلتفرم شاد بر مدل پذیرش مبتنی بر نگرانی انجام شد. معتبریت محتوای پرسشنامه تأیید شده و پایایی آن با استفاده از آلفای کرونباخ تأیید شد. نتایج نشان می دهد که در مرحله آگاهی، نگرانی معلمان بالا بوده چراکه از دانش کافی در مورد این پلتفرم برخوردار نبودند و در طول این دوره علاقه داشتند که اطلاعات بیشتری در مورد این برنامه به دست آورند. در مرحله شخصی هم نگرانی های شخصی معلمان نسبت به استفاده از پلتفرم "شاد" سطح متوسطی می باشد. در سطح مدیریتی، معلمان کمترین نگرانی را در مورد برنامه ها و برنامه ریزی نشان دادند. همچنین، آن ها در سطح نتیجه نگران تأثیر تغییر در پیشرفت تحصیلی دانش آموزان بودند و در سطح همکاری و هماهنگی با همکاران نیز نگرانی های معلمان جدی بوده است. در نهایت، معلمان نگران کشف مزایای برنامه و امکان جایگزینی آن بودند. تمامی نتایج با سطح اهمیت کمتر از 0.05 معنی دار بودند. به صورت کلی این مطالعه نشان می دهد که برای موفقیت در پذیرش نوآوری های آموزشی، باید به معلمان آموزش کافی داده شود و نگرانی های آن ها در نظر گرفته شود. تمرکز بر نیازها و نگرانی های آن ها می تواند مسیری برای تقویت آموزش با فناوری فراهم کند.Investigating Teachers' Readiness To Accept The Shad Program Based on The Concerns-Based Adoption Model During The Corona Pandemic
Background and objectives: The world of teachers and students experienced serious uncertainties and transformations with the unfortunate and unpleasant arrival of Covid-19, and electronic learning replaced traditional education as the basic solutions for continuing educational activities. In this challenging era, the concept of e-learning and the use of modern educational tools such as learning management systems (Shad) became a vital and prominent discourse, and an important issue in facing this innovation was teachers' concern about the Shad program. For this reason, in this research, we investigated teacher readiness to accept e-learning (using SHAD) in the era of Corona by using a model based on the concern of accepting change.
Methods: This is a quantitative study and with the aim of collecting and analyzing quantitative data to help explain and create the desired results, Hall, George and Rutherford's Stages of Worry Questionnaire (SoCQ) was used and conducted in Iran and the data of this study was collected in first 6 months of 2023 were collected.
Before the pandemic, teaching/learning was conducted in lectures, tutorials and labs as well as completely face-to-face assessment methods in Iranian schools. When the pandemic hit, schools planned to transition online quickly, and part of the teaching, learning, and assessment was done online during the pandemic. For this reason, the current research is generally in the field of psychology of learning and especially in the field of e-learning.
The statistical population of the research to compile the questionnaire for quantitative analysis included all the teachers in the whole country. Due to the fact that the teachers under study lived in different provinces and cities of the country and considering that a list of these teachers was not available, the questionnaire was conducted electronically using voluntary sampling method to collect the required data. The questionnaire was prepared electronically and its link was placed in the SHAD system and teachers were asked to participate in this survey. This questionnaire contains 35 items that ask respondents to describe their attitudes, feelings and concerns about the intervention on a 7-point Likert scale. The scale takes approximately 10 to 15 minutes to complete and can be scored by hand or computer.
The questions were designed based on the scales for the seven variables in the CABM model (including awareness, information, personal, management, consequence, collaboration, and refocusing). The questionnaire questions of this research include three parts:
A) Cover letter: In addition to stating the title of the research, the purpose of collecting information is explained in this letter, and at the end, the respondent is thanked and appreciated. b) General questions: In general questions, the aim is to obtain general and demographic information of the respondents. They answer questions related to gender, age, level of education, work experience, type of school and teaching level. c) Specialized questions: In the design of this section, an effort was made to make the text of the questionnaire questions as simple as possible and understandable to the general public. The questions in the questionnaire are closed type and from the range of five Likert options. This questionnaire included a total of 35 questions. After compiling the questionnaire, measures were taken to evaluate the validity and reliability of the questionnaire. For the validity of the content of this questionnaire, it was examined by three experts in the field of e-learning, three members of the academic faculty of the university, and three experienced teachers. To verify the validity of the content in this research, the verification form of the questionnaire questions was used to measure the concepts of the CBAM model from the experts' point of view. In this research, Cronbach's alpha method was used to determine the reliability of the test. For this purpose, an initial sample including 30 questionnaires was distributed, and then using the data obtained from this questionnaire and SPSS22 software, the confidence coefficient was calculated using Cronbach's alpha method.
The collected data were analyzed using SPSS version 22 software. To analyze the collected data, descriptive and inferential statistics were used. At first, by using descriptive statistics, a knowledge of the situation and demographic characteristics of the respondents was obtained. In the inferential statistics section and in order to answer the research questions, the average test of a population was used, and the one-sample t-test was used to test the assumption about the average of a population.
Findings: 20,605 teachers with an average age of 40±9 were included in the study. In seven cases of concern levels, in terms of awareness, the teachers participating in the survey were aware of the Shad program and were worried about using it, but the level of teachers' awareness of the Shad program was not very high. At the level of information/knowledge, teachers who used the Shad platform during the Corona period were interested in getting more information about this program. At the level of personal demands, the teachers who used the Shad application during the Corona period were worried about their personal demands and obligations and the consequences of using this program, and this concern was at a moderate level. At the management level, teachers who used the Shad platform during the Corona era expressed concern about managing their programs and scheduling them. However, the level of teachers' concern was lower than average. At the outcome level, teachers who used the Shad application during the Corona period were concerned about the change in students’ academic achievement. The level of teachers' concerns about the consequences of using the Shad program was moderate. At the coordination level, the teachers who used the Shad application during the Corona period were concerned about cooperation and coordination with their colleagues, and finally, at the level of refocusing, teachers who used the Shad program during the Covid19 pandemic, focused on further exploring the benefits of the Shad and the possibility of changing or replacing it with an alternative program. The significance level for all these variables was less than 0.05.
Conclusion: In this study, most of teachers' concerns and their severity were at the medium level. For this reason, in order to effectively use the Shad program, teachers must be given sufficient training. Moreover, several factors contributed to the teachers’ willingness to accept educational innovations. So, by using the Concerns-Based Adoption Model (CBAM) and considering and addressing teachers' concerns, the way can be paved for the successful adoption of technological innovations in order to strengthen education.
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