مقایسه اثربخشی آموزش حضوری و مجازی بسته جامع آموزش شهروندی بر رفتارهای شهروندی رسانه ای و دیجیتالی دانشجویان (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
این پژوهش با هدف مقایسیه اثربخشی آموزش حضوری و مجازی بستیه جامع آموزش شهروندی بر رفتارهای شهروندی مرتبط با رسانه و دیجیتال دانشجویان انجام شد. آزمایش دارای طرح چهارگروهی، شامل دو گروه آزمایش (حضوری و مجازی) و دو گروه گواه و با طرح پیش آزمون، پس آزمون و پیگیری دوماهه بود. از میان دانشجویان در زمستان 1401 و بهار 1402 به روش انتخاب نمونیه هدفمند، برای هر گروه 25 نفر که معیارهای ورود مدنظر را دارا بودند، گزینش شد و به صورت تصادفی در 4 گروه جایگزین شدند. آموزش شهروندی به کمک بستیه محقق ساخته با اعتبار تخصصی 93/0، به صورت حضوری برای یک گروه و به صورت مجازی برای گروهی دیگر، در 5 جلسیه90 دقیقه ای اجرا شد. برای گردآوری داده ها، پرسش نامیه ایران نژاد و همکاران (1402الف) به کار رفت. داده ها به کمک تحلیل واریانس اندازه گیری مکرر و آزمون تعقیبی بونفرونی در نرم افزار SPSS نسخیه 26 تحلیل شدند. آموزش حضوری و مجازی بر رفتارهای مرتبط با رسانه و دیجیتالی دانشجویان مؤثر بود و باعث افزایش این رفتارها شد. و تفاوت معناداری بین پیامدهای رفتارهای حاصل از دو شیویه آموزشی دیده نشد. به نظر می رسد می توان به صورت حضوری یا مجازی دانش لازم برای مشارکت شهروندان را در حدی افزایش داد که آگاهانه در مسائل و مشکلات جامعه، خود را سهیم بدانند و به فعالیت روی آورند.Virtual Comprehensive Citizenship Education on Media and Digital Citizenship Behaviors
Introduction
The reality of human existence underscores the impossibility of living in isolation; group activities inherently require active participation of their members (Qian, 2020). This engagement not only helps shape and sustain group identity, but also fosters an understanding among individuals of their roles within society and the broader objectives of the community. By recognizing their responsibilities, individuals commit to fulfilling them. Consequently, the concepts of participation and citizenship are inextricably linked, with participation serving as a prerequisite for citizenship (Huntjens & Kemp, 2022). Citizenship is a fundamental aspect of contemporary political and social systems (Qian, 2020). Dictionaries define citizenship as the desirable social behavior aligned with societal values aimed at nurturing responsible citizens (Al-Qatawneh et al., 2019). Over time, citizenship has evolved to represent a set of purposeful relationships among individuals, who aspire to live harmoniously, functioning as a social contract designed to enhance welfare, security, and individual conduct within society (Huntjens & Kemp, 2022). A good citizen embodies an authentic identity, demonstrates traits valued by society, feels a sense of belonging to its social and cultural milieu, and trusts that a robust legal framework safeguards his/her rights. This trust cultivates a sense of responsibility and informed participation in societal governance (Neequaye-Kotey, 2023). According to Marshall's classical theory, citizenship comprises the threecivil, political, and social dimensions (Qian, 2020). In the contemporary landscape marked by the expansion of digital and media spaces, new dimensions, such as digital and media citizenship, have emerged within modern citizenship education. The swift evolution of information and communication technologies has transformed human interactions, complicating the analysis of civic and political actions through traditional frameworks (Richardson & Milovidov, 2019). Digital citizenship presents new avenues for civic and political participation, particularly through social media and interactive technologies, while also introducing challenges related to privacy and security (Keating, 2016). Digital citizenship skills encompass the competencies essential for thriving in the online world, engaging in online learning, and ensuring online security (Mahadir et al., 2021). Digital ethics pertains to the safe, ethical, and responsible behaviors of internet users, while participation involves leveraging the internet for political, economic, social, and cultural activities (Choi et al., 2017). Rotaru (2014) argued that citizenship education and media literacy are among the most effective tools for establishing a new social contract centered on citizens' rights and responsibilities, thereby enhancing social cohesion and solidarity in the modern world. Virtual communities represent a novel form of socialization, embodying the civic norms of traditional societies. To cultivate a shared understanding of citizenship rights and responsibilities, education plays a crucial role. Citizenship education is a multidimensional concept designed to prepare the youth to embrace their roles and responsibilities as citizens. According to UNESCO, it encompasses 3 key themes: 1) educating individuals about human and citizenship rights, 2) fostering individual judgment and critical thinking, and 3) promoting a sense of individual and social responsibility (Petrekaki et al., 2021). This form of education provides opportunities for acquiring the knowledge, attitudes, and skills necessary for effective interaction with others and active participation in political and social life (Granados-Sánchez, 2023). Citizenship is not an innate quality; individuals become citizens through both formal and informal education over time (Gisewhite, 2023). As a lifelong process, citizenship education requires ongoing engagement throughout an individual's life (Zuurmond et al., 2023). University students poised to become active citizens and professionals represent a critical target audience for citizenship education (Telešienė, 2021). The distinctions between face-to-face and virtual education coupled with the increasing demand for enhanced virtual educational experiences and standards underscore the necessity for research in this field. Face-to-face education facilitates dynamic classroom interactions and direct communication opportunities (Paul & Jefferson, 2019), whereas virtual education mandates further investigation to establish and recognize scientific standards for effective citizenship education (Halimi et al., 2022). This study aimed to compare the effectiveness of face-to-face and virtual training within a comprehensive citizenship education framework, focusing on media and digital citizenship behaviors among students.
Materials & Methods
This experimental study utilized a 4-group design, comprising 2 experimental groups and 2 control groups with pre-tests, post-tests, and a 2-month follow-up. The study population included students from Islamic Azad University, Isfahan branch, during the winter of 2022 and spring of 2023. Participants were purposively sampled with 100 eligible volunteers selected and randomly assigned to the four groups. Inclusion criteria required participants to be enrolled at Islamic Azad University, Isfahan branch, to express willingness to participate and have no acute psychological issues. The training consisted of five 90-minute sessions delivered both face-to-face and virtually. The research instrument employed was the Citizenship Behavior Questionnaire developed by Irannezhad et al. (2023), which contains 96 items. Data analysis was conducted using repeated measures ANOVA and Bonferroni post-hoc tests. Assumptions of normality, homogeneity of variances, and sphericity were assessed and corrective statistics, such as Greenhouse-Geisser, were applied when necessary.
Discussion of Results & Conclusion
The findings revealed that both face-to-face and virtual training significantly enhanced students' media and digital citizenship behaviors. Notable differences were observed between the experimental and control groups across several subscales, including awareness of representation, critical evaluation, participatory knowledge, digital literacy, ethics and responsibilities, and online participation. Importantly, no significant difference was found between the effectiveness of face-to-face and virtual training, indicating that both methods were equally effective.
This study highlighted that digital and media citizenship education, whether delivered in person or online, could foster civic behaviors in digital and media contexts. The training equipped students to better understand media representations, critically evaluate content, engage responsibly in virtual environments, and adhere to digital ethics. These results were consistent with prior research that underscored the significance of citizenship education in the digital age.
However, this study was limited to students at Islamic Azad University, Isfahan branch, and further research is needed to generalize the findings to other social groups. Additionally, the reliance on self-report questionnaires might have introduced bias in reporting citizenship behaviors. This study also did not examine differences based on gender, education, and economic status, which warrants further investigation.
It is recommended that this study be replicated with school students, employees, and other social groups. Future research could examine gender, educational, and economic differences in the effectiveness of citizenship education.
Long-term follow-up studies are suggested to assess the sustainability of the effects of citizenship training. Additionally, combining qualitative and quantitative methods would provide a more comprehensive understanding of how citizenship education influences real-world behaviors.
Educating content creators on social media can enhance civic behaviors in virtual spaces. National broadcasting programs could also promote civic engagement among diverse social groups by producing educational content. Furthermore, it is advisable to integrate digital and media citizenship education into school and university curricula.
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