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نقش فناوری های ارتباطی و اطلاعاتی در فرایند یاددهی-یادگیری اثربخش در گروه های آموزش مهندسی | ||
تدریس پژوهی | ||
مقاله 9، دوره 5، شماره 4، اسفند 1396، صفحه 165-183 اصل مقاله (713.72 K) | ||
نوع مقاله: مقاله پژوهشی | ||
نویسندگان | ||
رضا محمدی* 1؛ فاطمه صادقی مند2؛ مریم زمانی فر3 | ||
1استادیار سازمان سنجش آموزش کشور، تهران، ایران؛ | ||
2همکار پژوهشی سازمان سنجش آموزش کشور، تهران، ایران؛ | ||
3همکار پژوهشی سازمان سنجش آموزش کشور، تهران، ایران | ||
چکیده | ||
هدف: هدف از این پژوهش بررسی وضعیت استفاده از فناوریهای ارتباطی و اطلاعاتی در گروههای آموزشی مهندسی براساس نتایج حاصل از گزارشهای ارزیابی درونی میباشد. روش: بهمنظور انجام پژوهش حاضر از روش فرا-تحلیل استفاده شده و گردآوری دادهها از طریق تحلیل گزارشهای نهایی ارزیابی درونی گروههای مذکور صورت گرفته است. در تدوین این پژوهش از نتایج گزارشهای ارزیابی درونی 80 گروه آموزشی مهندسی دانشگاه های دولتی تابعه وزارت علوم، تحقیقات و فناوری که مجری طرح ارزیابی درونی بوده و در زمان تدوین پژوهش، گزارش آنها مورد تأیید بخش ارزشیابی آموزشی سازمان سنجش آموزش کشور بوده، استفاده گردیده است. بر این اساس نشانگرهایی که در ارزیابی کاربرد فناوریهای ارتباطی و اطلاعاتی در عامل فرایند تدریس و یادگیری مورد استفاده قرار گرفته بودند در سه حوزه فناوریهای اطلاعات و ارتباطات: 1-دانش و آگاهی، 2- مهارت و بهکارگیری و 3- زیرساختها و امکانات بررسی شدند. یافتهها: تحلیل دادهها بیانگر این است که میزان آشنایی اعضای هیأتعلمی با کاربرد فناوریهای اطلاعاتی و ارتباطی در سطح مطلوب قرار داشته و آگاهی دانشجویان از تاثیر فناوریهای اطلاعات در بالا بردن کیفیت تدریس دارای مطلوبیت نسبی میباشد، بنابراین دانش و آگاهی حوزه فناوری اطلاعات و ارتباطات با امتیاز (5/2) در سطح مطلوب بوده و مهارت و بکارگیری فناوریهای ارتباطی و اطلاعاتی با امتیاز (2) از مطلوبیت نسبی برخوردار می باشد. امتیاز محاسبه شده برای زیرساختها و امکانات فناوریها (6/1) نشان دهنده سطح نامطلوب این حوزه میباشد. در نهایت برای بهبود و ارتقای کیفیت آموزشی و استفاده مؤثر از این فناوریها پیشنهادهایی ارائه شده است. | ||
کلیدواژهها | ||
کیفیت؛ فرایند یاددهی- یادگیری؛ فناوری اطلاعات و ارتباطات؛ ارزیابی درونی؛ گروههای آموزش مهندسی | ||
مراجع | ||
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