اثربخشي آموزش راهبردهاي خودتنظيمي بر آمادگي به يادگيري الكترونيكي و يادگيري خود راهبر در دانشجويان مشغول به تحصيل در دوره‌هاي مجازي

The Effectiveness of Teaching Self-Regulatory Strategies on Readiness for E-learning and Self-directed Learning in Students Studying in Virtual Courses

ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف اﺛﺮﺑﺨﺸﯽ آﻣﻮزش راﻫﺒﺮدﻫﺎي ﺧﻮدﺗﻨﻈﯿﻤﯽ ﺑﺮ آﻣﺎدﮔﯽ ﺑﻪ ﯾﺎدﮔﯿﺮي اﻟﮑﺘﺮوﻧﯿﮑﯽ و ﯾﺎدﮔﯿﺮي ﺧﻮدراﻫﺒﺮ در داﻧﺸﺠﻮﯾﺎن ﻣﺸﻐﻮل ﺑﻪ ﺗﺤﺼﯿﻞ در دورهﻫﺎي ﻣﺠﺎزي اﻧﺠﺎم ﺷﺪ. روش ﺗﺤﻘﯿﻖ ﺣﺎﺿﺮ از ﻧﻮع ﻧﯿﻤﻪآزﻣﺎﯾﺸﯽ و ﻃﺮح ﭘﮋوﻫﺶ ﭘﯿﺶآزﻣﻮن- ﭘﺲآزﻣﻮن ﺑﺎ ﮔﺮوه ﮐﻨﺘﺮل ﺑﻮد. ﺟﺎﻣﻌﻪي آﻣﺎري اﯾﻦ ﭘﮋوﻫﺶ را ﮐﻠﯿﮥ داﻧﺸﺠﻮﯾﺎن رﺷﺘﻪ رواﻧﺸﻨﺎﺳﯽ داﻧﺸﮕﺎه ﭘﯿﺎمﻧﻮر ﺗﺒﺮﯾﺰ ﺗﺸﮑﯿﻞ ﻣﯽدادﻧﺪ ﮐﻪ در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1400-1399 ﺑﻪﺻﻮرت ﻣﺠﺎزي ﻣﺸﻐﻮل ﺑﻪﺗﺤﺼﯿﻞ ﺑﻮدﻧﺪ و از ﻣﯿﺎن آنﻫﺎ ﺗﻌﺪاد 30 ﻧﻔﺮ ﺑﺎ روش ﻧﻤﻮﻧﻪﮔﯿﺮي در درﺳﺘﺮس ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻣﻌﯿﺎرﻫﺎي ورود و ﺧﺮوج ﺑﻪﻋﻨﻮان ﻧﻤﻮﻧﻪ اﻧﺘﺨﺎب و ﺑﺎ روش ﺗﺼﺎدﻓﯽ در دو ﮔﺮوه ﻣﺪاﺧﻠﻪ و ﮐﻨﺘﺮل )ﻫﺮ ﮔﺮوه 15 ﻧﻔﺮ( ﺟﺎﯾﮕﺰﯾﻦ ﺷﺪﻧﺪ. ﭘﮑﯿﺞ آﻣﻮزﺷﯽ راﻫﺒﺮدﻫﺎي ﺧﻮدﺗﻨﻈﯿﻤﯽ ﯾﺎدﮔﯿﺮي ﮐﺮﻣﯽ، ﮐﺮﻣﯽ و ﻫﺎﺷﻤﯽ، 1392( ﺑﺮاي ﮔﺮوه آزﻣﺎﯾﺸﯽ در 8 ﺟﻠﺴﻪ ﯾﮏ ﺳﺎﻋﺘﻪ ﺑﻪﺻﻮرت ﮔﺮوﻫﯽ اﺟﺮا ﮔﺮدﯾﺪ. ﭘﯿﺶ و ﭘﺲ از آﻣﻮزش، ﭘﺮﺳﺸﻨﺎﻣﻪ ﯾﺎدﮔﯿﺮي ﺧﻮدراﻫﺒﺮ ﻓﯿﺸﺮ و ﻫﻤﮑﺎران )2001( و ﯾﺎدﮔﯿﺮي اﻟﮑﺘﺮوﻧﯿﮑﯽ واﺗﮑﯿﻦ و ﻫﻤﮑﺎران )2004( ﺗﮑﻤﯿﻞ ﺷﺪ. دادهﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از ﺗﺤﻠﯿﻞ ﮐﻮوارﯾﺎﻧﺲ و ﻧﺮماﻓﺰار 25-SPSS ﻣﻮرد ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ ﻗﺮار ﮔﺮﻓﺖ. ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﮐﻪ آﻣﻮزش راﻫﺒﺮدﻫﺎي ﺧﻮدﺗﻨﻈﯿﻤﯽ ﺑﺮ آﻣﺎدﮔﯽ ﺑﻪ ﯾﺎدﮔﯿﺮي اﻟﮑﺘﺮوﻧﯿﮑﯽ و ﯾﺎدﮔﯿﺮي ﺧﻮدراﻫﺒﺮ در داﻧﺸﺠﻮﯾﺎن ﻣﻮﺛﺮ ﺑﻮد. ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ اﯾﻦ ﯾﺎﻓﺘﻪﻫﺎ، آﻣﻮزش راﻫﺒﺮدﻫﺎي ﯾﺎدﮔﯿﺮي ﺧﻮدﺗﻨﻈﯿﻤﯽ ﺑﺮاي داﻧﺸﺠﻮﯾﺎن دورهﻫﺎي آﻣﻮزﺷﯽ اﻟﮑﺘﺮوﻧﯿﮑﯽ در ﺟﻬﺖ اﻓﺰاﯾﺶ آﻣﺎدﮔﯽ ﺑﻪ ﯾﺎدﮔﯿﺮي اﻟﮑﺘﺮوﻧﯿﮑﯽ و ﯾﺎدﮔﯿﺮي ﺧﻮد راﻫﺒﺮ ﭘﯿﺸﻨﻬﺎد ﻣﯽﺷﻮد.

The purpose of this study was to evaluate the effectiveness of teaching self-regulatory strategies on readiness for E-learning and self-directed learning in students studying in virtual courses. The research method was a quasi-experimental design with a pre-protest and control group. The statistical population consisted of all psychology students of the virtual courses of Payame Noor University of Tabriz in the academic year 2020-2021. Thirty students were selected as the sample by convenience sampling method according to the inclusion and exclusion criteria and were randomly assigned into intervention and control groups (15 students in each group). The training package of self-regulatory learning strategies (Karami, Karami & Hashemi, 2013) for the experimental group was implemented in 8 one-hour sessions. Self-directed Learning Questionnaire (Fisher, King, & Tague, 2001), and E‐Learning Readiness Questionnaire (Watkins, Leigh & Triner, 2004) were used as the evaluation tools in the pre-test, and post-test. Finally, the data were analyzed by SPSS software version 25 using analysis of covariance. The results showed that teaching self-regulatory strategies were effective on students' readiness for e-learning and self-directed learning. According to these findings, teaching self-regulatory strategies for students in E-learning courses is recommended to increase readiness for E-learning and self-directed learning.