جلد 30، شماره 106 - ( تیر 1396 )
جلد 30 شماره 106 صفحات 22-11 |
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Khatib Zanjani N, Ajam A, Badnava S. Determining the Relationship Between Self-directed Learning Readiness and Acceptance of E-learning and Academic Achievement of Students. IJN 2017; 30 (106) :11-22
URL: http://ijn.iums.ac.ir/article-1-2435-fa.html
URL: http://ijn.iums.ac.ir/article-1-2435-fa.html
خطیب زنجانی نازیلا، عجم علی اکبر، بادنوا صدیقه. رابطه آمادگی خودراهبری یادگیری با پذیرش یادگیری الکترونیکی و پیشرفت تحصیلی دانشجویان . نشریه پرستاری ایران. 1396; 30 (106) :11-22
1- استادیار، گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران
2- استادیار، گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران. (نویسنده مسئول) شماره تماس: 09159341880 aliakbarajam1387@gmail.comEmail:
3- کارشناسی ارشد برنامه درسی، گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران
2- استادیار، گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران. (نویسنده مسئول) شماره تماس: 09159341880 aliakbarajam1387@gmail.comEmail:
3- کارشناسی ارشد برنامه درسی، گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران
چکیده: (8940 مشاهده)
چکیده
زمینه و هدف: هدف پژوهش حاضر، تعیین رابطه آمادگی خودراهبری یادگیری با پذیرش یادگیری الکترونیکی و پیشرفت تحصیلی دانشجویان دانشکده پرستاری و مامایی در سال 1393 می‌باشد.
روش بررسی: جامعه پژوهش این مطالعه توصیفی همبستگی، شامل تمامی دانشجویان مقطع کارشناسی دانشکده پرستاری و مامایی دانشگاه علوم پزشکی گناباد بوده است. حجم کل نمونه بر اساس روش نمونه‌گیری طبقه‌ای نسبتی با استفاده از جدول Krejcie & Morgan، 200 نفر تعیین شد. به منظور جمع‌آوری داده‌ها از پرسش نامه آمادگی خودراهبری یادگیری fisher و همکاران، پرسش نامه پذیرش یادگیری الکترونیکی بر اساس مدل پذیرش فناوری و از معدل تحصیلی دانشجویان در نیمسال اول 1393 استفاده شد. برای تحلیل داده‌ها با استفاده از نرم افزارSPSS نسخه 16از آزمون‌های آماری MANOVA و آزمون رگرسیون چندگانه استفاده شد.
یافته‌ها: یافته‌های این پژوهش نشان داد که بین ابعاد مختلف آمادگی خودراهبری یادگیری دانشجویان با توجه به جنسیت و رشته تحصیلی تفاوت معنی‌داری وجود ندارد (05/0P>). بین مؤلفه‌های آمادگی خودراهبری یادگیری با پذیرش یادگیری الکترونیکی و پیشرفت تحصیلی رابطه معنی‌داری وجود دارد (01/0P<) و آمادگی خودراهبری یادگیری پیش بینی کننده مناسبی برای میزان پذیرش یادگیری الکترونیکی و پیشرفت تحصیلی دانشجویان می‌باشد.
نتیجه‌گیری کلی: با توجه به اهمیت نقش آمادگی خودراهبری، پیشنهاد می‌شود پژوهش‌های بیشتری در زمینه عوامل موثر بر آمادگی خودراهبری یادگیری انجام گیرد و دوره‌های آموزشی برای افزایش آمادگی خودراهبری دانشجویان تشکیل شود.
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