مقايسه تعامل و حضور اجتماعي دانشجويان مجازي و غيرمجازي برحسب عوامل جمعيت‌شناختي و موفقيت تحصيلي

Comparing the Studentʹs Interaction and Social Presence of Online Courses with on Campus, According to Their Demographic Information and Their Academic Achievement

هدف اصلي نظام هاي آموزش مجازي و غيرمجازي، يادگيري حداكثر مفاهيم از منابع انتشار يافته، به‌ويژه از مدرس به يادگيرنده است. با توجه به اهميت ميزان تعامل و حضور اجتماعي در افزايش ميزان يادگيري و همچنين، گرايش روز افزون دانشگاه ها به سمت و سوي دانشگاه مجازي، در اين تحقيق كوشش شده به مقايسه ميزان تعامل،حضور اجتماعي و رابطه آن با موفقيت تحصيلي دانشجويان دانشگاه مجازي و غيرمجازي دانشگاه اصفهان پرداخته شود. هدف ديگر پژوهش، بررسي اين رابطه برحسب عوامل دموگرافيك است. پژوهش از نوع كاربردي و روش آن توصيفي- همبستگي بوده است. براي جمع‌آوري داده‌ها از پرسشنامه تعامل چيه هيزانگ (2001) و پرسشنامه محقق ساخته براي مولفه حضور اجتماعي استفاده شد. 85 نفر از دانشجويان مجازي و 150 نفر از دانشجويان غيرمجازي به عنوان نمونه به طور تصادفي از ميان دانشجويان مجازي و غيرمجازي دانشگاه اصفهان انتخاب شدند. داده‌هاي به دست آمده از اين پژوهش از طريق نرم‌افزار SPSS تحليل گرديد. نتايج نشان داد كه بين تعامل و ميزان حضور اجتماعي دانشجويان در دوره‌هاي غيرمجازي و مجازي رابطه مثبت معني‌داري وجود دارد. همچنين، رابطه بين تعامل با موفقيت تحصيلي فقط در دانشجويان مجازي مثبت و معني‌دار است. بين حضور اجتماعي و موفقيت تحصيلي دانشجويان در هر دو گروه غيرمجازي و مجازي رابطه‌اي وجود نداشت. ميزان تعامل و حضور اجتماعي در دانشجويان غيرمجازي دانشگاه اصفهان بيشتر از دانشجويان مجازي بود و بيشتر دانشجويان در هر دو گروه شيوه آموزش غيرمجازي را نسبت به شيوه مجازي ترجيح مي‌دادند.

Introduction The main purpose of all educational systems is to learn the maximum concepts of emission sources, and especially from teachers. Regarding the importance of social presence and interaction in increasing the students’ learning and universities’ tendency to virtual education, the present study attempts to investigate the relationship between the mentioned variables such as social presence, interaction and students’ academic achievement. Literature review indicates that one of the big differences between online learning systems with on campus systems are in the rate of studentsʹ social presence, the rate of social presence in virtual environments is less that face to face class. The researchers and other experts in this field are trying to decrease the gap between these two systems by increasing the interactivity level by using a variety of methods. The main purpose of this paper is to find differences between these two mentioned systems according to their rate of studentsʹ social presence and their interactivity. Comparing these variables according to studentsʹ demographic information and academic achievement is the other objective of this paper. Materials and Methods The study method was descriptive correlation one. Statistical populations were students of online courses and on campus students of University of Isfahan in 2011-2012. Samples included 85 online students and 150 students of on campus which were selected randomly. For gathering data, Chih-Hsiung (2001) Social Presence Inventory and self made questionnaires were used. Data obtained from this study were analyzed by using SPSS software. Inferential statistical methods such as t- test, Anova and Manova were used for analyzing the data. Discussions of Results & Conclusions The obtained results indicated that there was a significant positive relationship between students’ interaction and their social presence in both groups. The rate of studentsʹ interaction and social presence of on campus were more than online courses and students in both groups prefer on campus method rather than online ones. There was only significant positive relationship between online students’ interaction with their previous academic achievement. Relation between interaction and genders showed that there were only differences between girls and boys regarding to their educational environments. In the on campus case, there were not any differences between girls and boys but in the online environments, girls were more active than boys. Comparing students’ interactions according to academic majors indicated that there were differences between students in terms of their academic disciplines. Students of Executive Management and Marketing had more interactive activities than the Book keeping students. There were differences between Strength students and weaker students in terms of their interaction with others according to their kind of education (online or on campus). In the online learning environments, strength students had more interactive activities than on campus students, in reverse, weaker students had more interaction with other students and teachers for getting help. There were not any differences between social presence of students of both groups according to their demographic information and academic achievement. Conclusions: In regard to the results of the present study and the literature review, there are differences between students of online learning environments and on campus universities regarding to their social presence and interaction. The type and rate of the interaction is different in both groups according to the demographic information. According to the maintained results recommendations are made for policy makers and other educational planners. Including administrating