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Assessment of Students' Perceptual Readiness for E-Learning in Iranian Universities M

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Assessment of Students' Perceptual Readiness for E-Learning in Iranian Universities M Tech. Edu. J. 15(1): 101-117, Winter 2021 Technology of Education Journal (TEJ) Homepage: jte.sru.ac.ir TEJ SRTTU ORIGINAL RESEARCH PAPER Assessment of students' perceptual readiness for e-learning in Iranian universities M. Farazkish1, G. A. Montazer2 1 Department of Technology and Innovation Research, Institute for Trade Studies and Research, Tehran, Iran 2 Department of Information Technology Engineering, School of Engineering, Tarbiat Modares University, Tehran, Iran ABSTRACT Background and Objectives: The current generation of academic learners is considered ‘digital natives’ Received: 30 April 2020 because of their ease of use and familiarity with networking technologies. However, there are ambiguities Reviewed: 1 July 2020 about the readiness of students to study in an e-learning environment. In particular, Iranian students' lack Revised: 13 September 2020 of motivation for e-learning, despite much infrastructure investment over the past two decades, has been a major challenge that has recently attracted the attention of higher education planners to e-learning Accepted: 28 September 2020 readiness, especially from a perceptual perspective. This study investigated the perceptual readiness level of Iranian students for e-learning. Therefore, the current state of perceptual readiness of Iranian students to participate in the e-learning environment beyond the presumption of "existence" or "lack" of this KEYWORDS: preparation is such that their actual readiness is determined in a number of important universities. E-learning Methods: This research is philosophically placed in the positivism paradigm and the logic of deductive E-learning Readiness reasoning is used. Its macro-targeting is applied, and the survey research strategy is used to collect first- hand data using a questionnaire tool. The survey data were collected between April 2018 and February Student Perceptual Readiness 2019. In addition, two complementary approaches have been used to formulate and weigh the indicators Higher Education and criteria for assessing students' e-learning readiness: first, the use of indicators and criteria developed Iranian Universities in previous research, and second, and the use of subject matter experts in the country. The use of data from other studies makes it possible to compare the results with the findings of other researchers, and the use of expert opinion causes the localization of indicators and criteria with the requirements and context * Corresponding author of higher education in the country. The students' perceptual readiness was measured by the following four scales: Attitude, Perceived usefulness, Willingness and Perceived self-efficacy. Then, the weight of each [email protected] scale and measure will be calculated. Finally, based on the rating results, the students' perceptual readiness (+9821) 82883990 at the number of comprehensive universities and specialized universities will be estimated. Findings: The average perceptual readiness of students for e-learning in 15 selected Iranian universities is 4.9 out of 10, which indicates that the situation at the "average" level. Also, the findings show that about 35% of the students' readiness measures are below the "good" level, and the average of all readiness measures is at the "medium" level. Also, considering students' relative perceptual readiness for e-learning, especially in "perceived self-efficacy" and "attitudes" scales, the presidents of universities should focus on the two main activities of "enhancing students' self-efficacy through e-learning" and "providing an appropriate e-learning environment”. Conclusion: Considering the decrease in the number of Iranian students in e-learning courses, the results of this study show that one of the important reasons for the failure of e-learning systems in Iranian universities can be students' lack of perceptual readiness. At the same time, considering the lower than average level of students' readiness in the "willingness" and "perceived usefulness" scales, there is a need to focus on awareness and education of students in this regard. Besides, relying on students’ relative readiness to understand self-efficacy and attitude indicators, universities should put two main activities on their agenda: 1) further strengthening students' self-efficacy through e-learning, and 2) providing a suitable environment. For e-learning for students. NUMBER OF REFERENCES NUMBER OF FIGURES NUMBER OF TABLES 69 2 7 مهدیه فرازکیش، غﻻمعلی منتظر )M. Farazkish, G. A. Montazer )102 مقاله پژوهشی ارزیابی میزان آمادگی ادراکی دانشجویان برای یادگیری الکترونیکی در دانشگا ههای ا یران مهدیه فرازکیش1، غﻻمعلی منتظر2 1 گروه پژوهشهای فناوری و نوآوری، موسسه مطالعات و پژوهشهای بازرگانی، تهران، ایران 2 گروه مهندسی فناوری اطﻻعات، دانشکده فنی و مهندسی، دانشگاه تربیت مدرس، تهران، ایران چکیده پیشینه و اهداف: نسلکنونی یادگیرندگان دانشگاهی به دلیل سهولت ظاهری کاربری و آشنایی با فنّاوریهای تاریخ دریافت: 11 اردیبهشت 1399 شبکهای، به عنوان »بومیان دیجیتال« قلمداد میشوند؛ با این حال ابهاماتی در خصوص میزان آمادگی دانشجویان برای تاریخ داوری: 11 تیر 1399 تحصیل در محیط یادگیری الکترونیکی وجود دارد. به ویژه بیانگیزگی دانشجویان ایرانی نسبت به آموزشهای الکترونیکی تاریخ اصﻻح: 23 شهریور 1399 به رغم سرمایهگذاریهای زیرساختی بسیار طی دو دهة گذشته، چالش بزرگی است که اخیراً توجه برنامهریزان آموزش تاریخ پذیرش: 07 مهر 1399 عالی کشور را نسبت به سطح آمادگی دانشجویان برای یادگیری الکترونیکی به خصوص از منظر ادراکی، جلب نموده است. هدف اصلی از این پژوهش بررسی سطح آمادگی ادراکی دا نشجویان دانشگاههای کشور برای یادگیری الکترونیکی واژگان کلید ی: است. بنابراین در مطالعة حاضر بررسی وضعیت فعلی آمادگی ادراکی دانشجویان دانشگاههای ایران برای حضور در محیط یادگیری الکترونیکی یادگیری الکترونیکی فراتر از پیشفرض »وجود« یا »فقدان« این آمادگی، بهگونهای است که میزان آمادگی واقعی آنها ارزیابی آمادگی الکترونیکی آمادگی در تعدادی از دانشگاههای مهم کشور تعیین شود. ادراکی دانشجوی ان روشها: این پژوهش از منظر فلسفیی در پارادایم ابباتگرایی قرار میگیرد و از منطق اسفتدلل قیاسفی اسفتیاده میشفود. آموزش عالی هدفگذاری کﻻن آن کاربردی اسففت و از اسففتراتژی پژوهش پیمایش برای گردآوری دادههای دسففت اول با بهکارگیری دانشگا هها ی ایران ابزار پرسفشفنامه اسفتیاده شفده اسفت. دادههای پژوهش در بازه زمانی آوریل 2018 تا فوریه 2019 گردآوری شفده اسفت. عﻻوه بر این، از دو رویکرد مکمل در تدوین و وزندهی شفففاخ ها و سفففنجههای ارزیابی آمادگی یادگیری الکترونیکی * نویسنده مسئول دانشفجویان اسفتیاده شفده اسفت: ناسفت اسفتیاده از شفاخ ها و سفنجههایی که در تحقیقات پیشفین سفاخته شفده اسفت و [email protected] دیگر اسفتیاده از نظر خبرگان موضفود در کشفور. اسفتیاده از دادههای سفایر پژوهشها سفبب میشفود امکان مقایسفة نتایب با - 82883990 021 یافتههای محققان دیگر پدیدار گردد و اسفتیاده از نظر خبرگان سفبب بومیسفازی شفاخ ها و سفنجهها با مقتضفیات و بافت آموزش عالی کشفور میشفود. سفنجههای ارزیابی آمادگی ادراکی دانشفجویان ییل چهار شفاخ : »نگرشفی«، »در سفودمندی«، »گرایشفی« و »در خودکارآمدی« تعیین و وزن هر یا از سفنجهها محاسفبه شفده اسفت. سفر بر اسفاس مدل حاصل، میزان آمادگی دانشجویان در تعدادی از دانشگاههای جامع و دانشگاههای تاصصی برآورد شده است. یافتهها: میانگین آمادگی ادراکی دانشفجویان برای یادگیری الکترونیکی در 15 دانشفگاه منتاب کشفور مقدار 9/4 از 10 بهدسفت آمده اسفت که نشفان دهندض وضفعیت در سفطح »متوسفط« آمادگی ادراکی دانشفجویان اسفت. نتایب حاصفل نشفان میدهد که در حدود 35 درصففد سففنجههای ارزیابی، آمادگی ادراکی دانشففجویان کمتر از حد »متوسففط« و میانگین آمادگی در همة معیارها در حد »متوسففط« اسففت. هم نین یافتههای پژوهش بیانگر آن اسففت که با توجه به آمادگی ادراکی نسفبی دانشفجویان برای یادگیری الکترونیکی به ویژه در شفاخ های در خودکارآمدی و نگرشفی، دانشفگاه ها میباید دو فعالیت اصففلی »تقویت بیش از پیش زمینههای خودکارآمدی دانشففجویان از طریق یادگیری الکترونیکی« و »فراهم آوردن محیط مناسب برای یادگیری الکترونیکی دانشجویان« را در دستور کار خود قرار دهند. نتیجههگیری: بفا توجفه بفه کفاهش تعفداد دانشفففجویفان دورههفای آموزش الکترونیکی در ایران، نتفایب این مطفالعفه نشفففان میدهد که یکی از دلیل مهم عدم موفقیت نظامهای یادگیری الکترونیکی در دانشفگاههای کشفور میتواند عدم آمادگی ادراکی دانشفففجویفان بفه ویژه از منظر شفففاخ هفای »در سفففودمنفدی یفادگیری الکترو نیکی« و »آمفادگی گرایشفففی« دانشفجویان باشفد. سفطح پایینتر از حد »متوسفط« دانشفجویان در شفاخ های آمادگی »گرایشفی« و »در سفودمندی«، لزوم تمرکز بر موضود آگاهیباشی و آموزش دانشجویان در این حوزه را میطلبد. عﻻوه بر این با تکیه بر آمادگی نسبی دانشفجویان در شفاخ های در خودکارآمدی و نگرشفی، دانشفگاهها میباید دو فعالیت اصفلی را در دسفتور کار خود قرار دهنفد: 1( تقویفت بیش از پیش زمینفههفای خودکفارآمفدی دانشفففجویفان از طریق یفادگیری الکترونیکی، و 2( فراهم آوردن محیط مناسب برای یادگیری الکترونیکی دانشجویان. نشریه علمی فناوری آموزش، جلد 15، شماره 1، زمستان Tech. of Edu. J. 15(1): 101-117, Winter 2021 ) 103( 1399 مقدمه با نظ امهای یادگیری الکترونیکی تطابق یابند [6]؛ اما میزان و ابعاد گسترش سریع فنّاور یهای دیجیتالی در دهههای گذشته بر آموزش آمادگی دانشجویان نیز هم نان موضود مطالعات پ از آریف قرار [ ] د انشآموزان و دانشجویان تأبیر شگرفی داشته است. به گیتة پرنسکی، گرفته است 2، 7، 8 . توسعة شبکهها و رس انههای دیجیتالی سبب شده جامعه به دو دستة اشاره به این نکته ضروری است که شناسایی یادگیرندگان عصر جدید »بومیان دیجیتال )Digital natives(« و »مهاجران دیجیتال ) Digital به عنوان بومیان دیجیتال، به معنای کامل بودن نگ رشها و مهار تهای immigrants(« تقسیم شود. »زبان مادری )Native speakers(« آنان نیست و م یباید برای کاربردهای خاص، توانمند یهای وی ژهای د انشآموزان و دانشجویان امروزی، »زبان دیجیتالی رای انهها، باز یهای داشته باشند بهگونهای که میزان آمادگی دانشجویان بر انگیزض مشارکت ویدئویی و اینترنت« است [1-2]. آنان در دور ههای یادگیری الکترونیکی نیز تأبیر مستقیم دارد [11-9]. بر اساس استدلل پرنسکی، نسلهای دهة 1990 به بعد، کسانی در واقع به منظور استقرار نظام یادگیری الکترونیکی در دانشگاه، توانایی هستندکه با دسترسی به رایانه و اینترنت رشد ک ردهاند و به همین دلیل و صﻻحیت پذیرش و بهکارگیری فنّا وری دیجیتالی از سوی دانشجویان »یاتاً آشنا و عجین با فنّاوری« هستند [3]. در بافت دانشگاهی که به بسیار حائز اهمیت است. یادگیرندگان )دانشجویان( باید به لحاظ تدریب یادگیری الکترونیکی به عنوان روش ارجح در ارائة د ورههای »مهارت فنی« برای کاربری و پذیرش دور هها و برن امهها، »توانایی آموزشی مطرح میشود، منطقی است که این-بومیان دیجیتال، برای برنا مهریزی و تصمیمگیری« برای خود، »میزان سواد رایانهای« و نیز به حضور در این محیطهای جدید آمادگی لزم را داشته باشند.
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