نواندیشی در آموزش و یادگیری

نواندیشی در آموزش و یادگیری

رابطه یادگیری الکترونیکی با یادگیری خود راهبردانش آموزان با نقش واسطه‌ای انگیزش پیشرفت

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانش آموخته رشته تحقیقات آموزشی، دانشگاه آزاد اسلامی واحد محلات، محلات، ایران.
2 پژوهشگر پژوهشکده مطالعات فناوری،تهران، ایران
چکیده
مقدمه و هدف: یادگیری خودراهبر به عنوان یکی از ارکان اساسی یادگیری در عصر حاضر، نقش اساسی در ارتقای توانمندی های فردی و حرفه ای یادگیرندگان دارد و عامل کلیدی در سازگاری با تحولات سریع وآموزشی و فناوری های نوین محسوب می شود. هدف پژوهش حاضر، بررسی رابطه‌ی میان یادگیری الکترونیکی با یادگیری خودراهبر با نقش میانجی انگیزش پیشرفت است.
روش شناسی پژوهش: پژوهش حاضر از منظر هدف کاربردی و از نظر شیوه گردآوری داده‌ها در دسته طرح‌های توصیفی - همبستگی قرار دارد. جامعه آماری پژوهش شامل کلیه دانش‌آموزان دوره متوسطه شهر محلات در سال تحصیلی 1403-1404 (3947) است. نمونه آماری از طریق فرمول کوکران 350 نفر (231 دختر و 119 پسر) محاسبه شد که این تعداد به روش نمونه‌گیری خوشه‌ای دومرحله‌ای انتخاب شدند. ابزارهای مورداستفاده شامل سه پرسشنامه: پرسشنامه یادگیری الکترونیکی مهرآرام و همکاران، پرسشنامه یادگیری خودراهبر فیشر و همکاران و پرسشنامه انگیزش پیشرفت والرند و همکاران بودند. تحلیل داده‌ها با استفاده از نرم‌افزار SPSS نسخه 27 انجام شد و برای مدل‌سازی معادلات ساختاری از نرم افزار Amos نسخه 24 استفاده شد.
یافته ها: مقدار ضریب همبستگی پیرسون بین یادگیری الکترونیکی با یادگیری خودراهبر برابر با (521/0) محاسبه شد. بنابراین بین یادگیری الکترونیکی با یادگیری خودراهبر رابطه مثبت و معناداری وجود دارد.همچنین مقدار ضریب همبستگی پیرسون بین انگیزش پیشرفت با یادگیری خودراهبر برابر با (604/0) بود. بنابراین بین انگیزش پیشرفت با یادگیری خودراهبر رابطه مثبت و معناداری وجود دارد. و نیز با توجه به شمول واریانس(VAF: 0/504) نقش میانجی‌گری انگیزش پیشرفت تائید شد.
بحث و نتیجه گیری: براین اساس در فرایند آموزش و یادگیری، می‌توان از یادگیری الکترونیکی مبتنی برانگیزش پیشرفت جهت تقویت مهارت‌های یادگیری خودراهبرانه در یادگیرندگان استفاده کرد.
کلیدواژه‌ها
موضوعات

عنوان مقاله English

Relationship between E-learning and Self-Directed Learning of Students : The Mediating Role of Achievement Motivation

نویسندگان English

Sara Ahangaran 1
Yasaman Mobinrahni 2
1 Graduate of Educational Research, Islamic Azad University, Mahallat Branch, Mahallat, Iran.
2 Researcher, Technology Studies Research Institute, Tehran, Iran
چکیده English

Introduction: Self- directed learning is a central construct in modern education, significantly contributing to the enhacement of learners personal and professional competencies and facilitating adaptation to the rapid changes in educational and technological contexts.The present study aimed to examine the relationship between e-learning and self-directed learning, with achievement motivation serving as a mediating variable.
Methodology: The present study is classified as applied in terms of purpose and as descriptive-correlational in terms of data collection method. From a methodological standpoint, this research is applied in terms of purpose and descriptive-correlational in terms of data collection. The statistical population comprised all secondary school students in Mahallat city during the 2024–2025 academic year (N = 3,947). Based on Co chran’s formula, a s ample of 350 students (231 females and 119 males) was selected through a two-stage cluster sampling method. The instruments used included three standardized questionnaires: the E-learning Questionnaire by Mehraram et al., the Self-Directed Learning Questionnaire by Fisher et al., and the Achievement Motivation Questionnaire by Vallerand et al. Data analysis was performed using SPSS version 27, while structural equation modeling (SEM) was conducted using Amos version 24.
Findings: The Pearson correlation coefficient between e-learning and self-directed learning was calculated at 0.521, indicating a significant positive relationship. Moreover, the correlation coefficient between achievement motivation and self-directed learning was 0.604, also reflecting a significant positive association. Furthermore, based on the Variance Accounted For (VAF = 0.504), the mediating role of achievement motivation was confirmed.
Conclision: These findings suggest that achievement motivation-based e-learning can be effectively employed to enhance students’ self-directed learning skills within educational contexts.

کلیدواژه‌ها English

E learning
students
achievement motivation
self directed learning
 Ahmad, D. D., Rizwan, D. S., Ahmad, D. S., & Ahmad, D. M. (2021). The role of e-learning in students’ motivation. Webology, 18(5), 3546–3555.Alimardani, Z., & Pourkarimi, J. (2022). Competency model of virtual education instructors in creating self-directed learning in learners. Quarterly Journal of ICT in Educational Sciences, 12(3), 123–143.[In Persian]
Almomani, L. M., Halalsheh, N., Al-Dreabi, H., Al-Hyari, L., & Al-Quraan, R. (2023). Self-directed learning skills and motivation during distance learning in the COVID-19 pandemic (Case study: The University of Jordan). Heliyon, 9(9), 1–13.
Bakhtiari, Z. (2024). The impact of modern technologies on teaching and learning in online classrooms. The First National Conference on Educational and Research Strategies in Education and Upbringing, Ahvaz, Iran.[In Persian]
Boveiri, I., Talebzadeh Shoushtari, M., & Dashtbozorgi, Z. (2025). Designing and Investigating a Causal Model of Self-Directed Learning based on Emotional Ceativity and Tendect to Critical Thinking mediated by Acadenic Self -Efficancy.. Journal of Psycho Research and Behavioral Studies, 11(1), 256-269. [In Persian]
Daneshpayeh, M., Dortaj, F., Shavandi Chelcheh, K., Dalaver, A., & Asadzadeh, H. (2023). Investigating the effectiveness of wisdom-based education on students’ self-directed learning. Quarterly Journal of New Thoughts on Education, 4(66), 207–222. [In Persian]
Dehghan Menashadi, M., Morovati Nia, Z., & Hemmati, H. (2023). The effectiveness of mobile learning based on social networks on self-regulated learning strategies, academic well-being, and achievement motivation among sixth-grade students in Marvast. Interdisciplinary Studies in Education, 1(1), 31–50. [In Persian]
Dorani, M., Molazehi, A., & Damani, H. (2024). The effectiveness of blende learning-based teaching on achievement motivation and academic progress in elementary school girls. 3rd International and 6th National Conference on Management, Psychology, and Behavioral Sciences, Tehran, Iran. [In Persian]
Fallahi, A., & Jasemi, K. (2020). Investigating the Relationship between Leadership Learning and Electronic Learning of Students during the Coronavirus Epidemic Period. New Approaches in Educational Sciences, 2(2), 34–41. [In Persian]
Faridian, K., Rezaei, A., & Mesrabadi, J. (2021). The Effectiveness of Teaching Self-Regulatory Strategies on Readiness for E-learning and Self-directed Learning in Students Studying in Virtual Courses. Journal of Instruction and Evaluation, 14(55), 165–183. [In Persian]
Gustiani, S., Ardiansyah, W., & Simanjuntak, T. (2022). Motivation in online learning amidst COVID-19 pandemic era: Students’ intrinsic and extrinsic factors. In Proceedings of the 5th FIRST T3 2021 International Conference (FIRST-T3 2021).
Haj Hosseini, M., & Nafei, H. (2023). The relationship between perception of teachers' professional competence and self-directed learning of students: The mediating role of achievement motivation. Journal of Educational Psychology Studies, 20(51), 19–35. [In Persian]
Keshvari, S. (2024). Investigating the effect of academic motivation on strategic self-directed learning in middle school students in Arabic classes. 2nd National Conference on Family and School Studies, Bandar Abbas, Iran. [In Persian]
Khani Kouchaksaraei, A., & Rezaei Sangtabi, S. (2022). The effect of e-learning on achievement motivation, creativity, and academic performance of sixth-grade students in Qaemshahr in mathematics. Journal of Applied Research in Management and Humanities, 2(5), 97–107. [In Persian]
Khojasteh, S. (2021). The Effectiveness of E-Learning Through theShad Program on Students' Motivation for Progress and Time Management During Coronavirus Disease. Technology and Scholarship in Education, 1(2), 45–54. [In Persian]
Lallari Shoushtari, M. (2020). The relationship between e-learning and academic enthusiasm and achievement motivation among fourth-grade female students in Masjed Soleyman. Third National Conference on Professional Research in Psychology and Counseling from the Teacher’s Perspective, Minab, Iran. [In Persian]
Luu, T. M. V. (2022). Readiness for online learning: Learners’ comfort and self-directed learning ability. International Journal of TESOL & Education, 2(1), 213–224.
Mahboobi, T. (2022). The Effectiveness of Mobile-Assisted Teaching in Self-Directed Learning, Problem Solving Skills and Academic Performance of Payame Noor University Students. Quarterly Journal of Research in School and Virtual Learning, 9(4), 77–90. [In Persian]
Meşe, E., & Sevilen, Ç. (2021). Factors influencing EFL students’ motivation in online learning: A qualitative case study. Journal of Educational Technology & Online Learning, 4(1), 11–22.
Narenji thani, F., Karamati, M. R., & Hosseini Sohi, M. (2022). The role of self-directed learning in the effectiveness of e-learning during the COVID-19 pandemic. Technology of Education Journal, 16(3), 571–589. [In Persian]
Nourmohammadi, P., Biabani, S., & Feizipour, S. A. (2024). New strategies and approaches in educational management based on smart technologies and e-learning. Journal of Research in Psychology and Education, 6(75), 427–441. [In Persian]
Onagh, M. (2023). The effect of achievement motivation on learning general course objectives among students. The First International Conference on Sociology.The first international conference of Social Sciences and sociology and education, Bushehr, Iran. [In Persian]
Rezaei, N., & Mahmoudi, Y. (2023). A Review of  the Impact of Self-Directed Learning Theory on Comprehensive Curricula. Journal of Research and Innovation in Education and Development, 3(2), 10–20. [In Persian]
Rostami Sani, B., Mahdi, E., & Seadati Shamir, A. (2022). Determining the Effectiveness of Mindfulness on Achievement Motivation and Academic Achievement in Students with Academic Burnout. Disability Studies Journal, 12(1), 239. [In Persian]
Salehinejad, K. (2023). Explaining the effectiveness of virtual learning based on the self-directed learning approach. National Scientific-Research Conference on Psychology and Educational Sciences, Shirvan, Iran. [In Persian]
Salimi, M., Taleb, Z., & Masoudi Nodoushan, E. (2024). Evaluating factors influential on learning agility in e-learning. Journal of Educational Innovations, 23(90), 117–147. [In Persian]
Shahriarzadeh, M. M., Nazi, M., Yousefi Moghaddam, A., & Fazlinejad, H. (2024). Facilitating assessment processes and instant feedback to improve student performance. First National Conference on Attitudes in Educational Issues, Rameshir, Iran. [In Persian]
Shahroei, Sh., Shahroei, A., Shahroei, M., & Shahroei, F. (2024). The effectiveness of emotional self-efficacy treatment on self-leadership and self-differentiation among female students. Journal of Psycho Research and Behavioral Studies, 2(2), 28–40. [In Persian]
Sharifi, M. (2023). Advantages and disadvantages of e-learning and its comparison with traditional education. 25th International Conference on Recent Research in Science and Technology, Kerman, Iran. [In Persian]
Sharma, D., & Verma, S. (2023). Impact of e-learning on self-directed learning from students’ perspective. European Economic Letters, 13(3), 1361–1375.
Soleymani, M., Abbasi, M., Sarani, H., Akhoundzadeh Arani, A., & Afsharpoor, S. (2021). The Impact of Cognitive and Meta-Cognitive Learning Strategies on Academic Self-handicapping and Self-directed Learning in Entrance Exam Students. Journal of Instreuction and Evaluation (Educational Sciences), 14(54), 159–176. [In Persian]
Tohidi, Sh., Jamshidi, Fa., Ahmadinia, H., Shahdoust, M., & Karimi Moonaghi, H. (2019). The relationship between self-directed learning and motive of progress and learning strategies in students of Hamedan University of Medical Sciences. Journal of Medical Education, 18(1), 22–28.