ارائه ی مدل علّی اثربخشی تدریس برخط بر اساس سواد تدریس برخط؛ نقش واسطه ای خودکارآمدی تدریس برخط (کاربرد تحلیل مسیر) (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
هدف این پژوهش، ارائه مدل علّی اثربخشی تدریس برخط بر اساس سواد تدریس برخط؛ نقش واسطه ای خودکارآمدی تدریس برخط است. پژوهش حاضر، کاربردی و به لحاظ گرد آوری داده ها کمی مبتنی بر رویکرد همبستگی است. جامعه آماری این تحقیق، تمامی استادان دانشگاه های پیام نور در سراسر کشور بودند که بنا به خوداظهاری، در یک یا چند دوره برخط در سال تحصیلی 401-1400 شرکت داشتند. حجم نمونه 350 نفر بود که به روش دردسترس انتخاب شد. از پرسشنامه های سواد تدریس برخط حافظی و یوسف وند (1401)، خودکارآمدی تدریس برخط روبینا و اندرسون(2010) و اثربخشی تدریس برخط حافظی و یوسف وند (1401) برای گردآوری داده ها استفاده شد. داده های به دست آمده با استفاده از نرم افزارهایSPSS نسخه 24 و AMOS تجزیه و تحلیل شدند. یافته ها نشان داد که همبستگی بین سواد تدریس برخط و خودکارآمدی تدریس برخط 68/0، همبستگی بین سواد تدریس برخط و اثربخشی تدریس برخط 70/0 و ضریب همبستگی بین خودکارآمدی برخط و اثربخشی تدریس برخط 77/0 بود که در سطح معناداری01/0>P معنادار است. یافته ها همچنین نشان داد که 28 درصد از واریانس خودکارآمدی تدریس برخط و 33 درصد از واریانس اثربخشی تدریس برخط به وسیله مدل حاضر تبیین گردید. یافته ها همچنین نشان داد ضرایب مسیر سواد تدریس برخط به اثربخشی تدریس برخط، سواد تدریس برخط به خودکارآمدی تدریس برخط و خودکارآمدی تدریس برخط به اثربخشی تدریس برخط، معنادار می باشند. بنابراین و بر اساس نتایج مطالعه حاضر، پیشنهاد می شود که مسئولان ذیربط به موضوع خودکارآمدی در راستای میانجی گری رابطه بین اثربخشی تدریس برخط و سواد تدریس برخط توجه خاصی داشته باشند.Proposing a causal model of online teaching effectiveness based on online teaching literacy: The mediating role of online teaching self-efficacy: A path analysis
This study aimed to propose a causal model of online teaching effectiveness based on online teaching literacy, with the mediating role of online teaching self-efficacy. The statistical population of this applied quantitative correlational research comprised all professors of Payame Noor universities in Iran. The sample consisted of 350 professors, conveniently selected. Online Teaching Literacy, Online Teaching Self-Efficacy, and Online Teaching Effectiveness Questionnaires were used to collect data, which were analyzed in SPSS 24 and AMOS. The findings showed a correlation of 0.68 between online teaching literacy and online teaching self-efficacy, a correlation of 0.70 between online teaching literacy and online teaching effectiveness, and a correlation of 0.77 between online self-efficacy and online teaching effectiveness, significant at the p < 0.01 level. Introduction The growth and development of information and communication technology (ICT) have revolutionized the modern methods of electronic learning and expanded online classes into an inclusive format to reduce costs and save time (Keengwe & Georgina, 2012:370). As a result, educational institutions have oriented towards free and accessible educational systems for mass audiences (Hanushek, 2011:475; Rudestam, 2004:427). In fact, we are entering a new world of education in which learners can teach themselves regularly through online courses (Anderson, 2008:22). ICTs have recently created new challenges and opportunities for educational design (Sejzi, Aris & Yahya, 2012:566). Universities and educational centers cannot meet the needs of the country and the large number of applicants for high-quality education merely through face-to-face education. As such, most universities have turned their attention towards virtual education (Yasini & Taban, 2015:183). Meanwhile, some researchers have shown that the relationship between online teaching effectiveness and online teaching literacy is mediated by variables such as educational satisfaction (Aldhahi et al., 2022:1329) and the level of online teaching self-efficacy (Ozkan, Koseler, & Baykal, 2009: 112). The present study examined the role of online teaching self-efficacy in the relationship between online teaching effectiveness and online teaching literacy. The COVID-19 pandemic has impacted the activity of universities and educational institutions (Baroudi & Shaya, 2022). Thus, this study aimed to propose a causal model of online teaching effectiveness on online teaching literacy with the mediating role of online teaching self-efficacy. Methodology This was an applied quantitative correlational study using path analysis. The statistical population comprised all the professors of Payame Noor universities in Iran who (according to self-reports) participated in one or more online courses and electronic education in the academic year 2021-2022. A sample of 350 was conveniently selected. By eliminating the incomplete questionnaires and outliers, 335 questionnaires were finally included in the data analysis. Descriptive statistical methods (mean and standard deviation), Pearson’s correlation, and structural equation modeling (SEM) were used to analyze the data to propose the model. The participants of this study were four female Ph.D. candidates. This small sample was selected because this study needed specific detailed interpretive descriptions and a deeper interaction with each individual. Semi-structured interviews were used to collect the data. Due to the COVID-19 pandemic, the interviews were conducted through phone calls, and the additional steps were taken through WhatsApp Messenger. The interviews were transcribed immediately, and the final transcripts were handed over to the participants for review. Results Based on the findings of the research, it was found that among the sub-components of online teaching literacy, time management has the highest average and technical competence has the lowest average, which shows that
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