ارائه مدل علّی اثربخشی تدریس برخط بر اساس نگرش نسبت به تدریس برخط؛ نقش واسطه ای خودکارآمدی تدریس برخط

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار ،گروه علوم تربیتی، دانشگاه پیام‌نور، تهران، ایران

2 استادیار ، گروه علوم تربیتی، دانشگاه پیام‌نور، تهران، ایران

3 استاد، گروه علوم تربیتی، دانشگاه پیام‌نور، تهران، ایران

چکیده

هدف مطالعه حاضر ارائه مدل علّی اثربخشی تدریس برخط بر اساس نگرش نسبت به تدریس برخط؛ نقش واسطه ای خودکارآمدی تدریس برخط بود. طرح پژوهش حاضر به لحاظ هدف، کاربردی و به لحاظ جمع‌آوری داده‌ها از جمله مطالعات کمی و مبتنی بر رویکرد همبستگی با استفاده از تحلیل مسیر بود. جامعه آماری شامل کلیه اعضای هیأت علمی دانشگاه‌های پیام نور کشور بودند که بنا به خود اظهاری در یک یا چند دوره برخط و آموزش های الکترونیک در سال تحصیلی 1401-1400 شرکت داشتند. حجم نمونه مورد مطالعه 350 نفر بود که به روش در دسترس انتخاب شدند. از پرسشنامه‌های نگرش نسبت به تدریس برخط میشرا و پاندا (2007)، خودکارآمدی تدریس برخط روبینا و اندرسون (2010) و اثربخشی تدریس برخط حافظی و یوسف‌وند (1401) برای گردآوری داده‌ها استفاده شد. یافته‌ها نشان داد که همبستگی بین نگرش نسبت به تدریس برخط و خودکارامدی تدریس برخط 65/0/0؛ بین نگرش نسبت به تدریس برخط و اثربخشی تدریس برخط 73/0 و در سطح معناداری01/0>P معنادار است. همچنین ضریب همبستگی بین خودکارآمدی برخط و اثربخشی تدریس برخط 77/0 در سطح معناداری01/0>P معنادار است و 41 درصد از واریانس خودکارآمدی تدریس برخط و 48 درصد از واریانس اثربخشی تدریس برخط به‌وسیله مدل حاضر تبیین گردید. بطور کلی نتایج نشان داد که خودکارآمدی تدریس برخط در بین رابطه نگرش نسبت به تدریس برخط و اثربخشی تدریس برخط به عنوان متغیر میانجی ایفای نقش می‌کند.

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