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اثر ظرفیتسازی سازمانی بر یادگیری پایدار با میانجی آموزش چندرسانهای و نوآوری آموزشی در دانشکدههای تربیتبدنی منتخب کشور | ||
تدریس پژوهی | ||
مقاله 4، دوره 8، شماره 3، مهر 1399، صفحه 96-75 اصل مقاله (989.82 K) | ||
نوع مقاله: مقاله پژوهشی | ||
نویسندگان | ||
وحید زکی خانی1؛ مجید سلیمانی* 2؛ سیروس احمدی3 | ||
1دانشجوی دکتری مدیریت ورزشی دانشگاه آزاد اسلامی، واحد همدان | ||
2استادیار گروتربیت بدنی، واحد ملایر، دانشگاه آزاد اسلامی، ملایر، ایران | ||
3استادیار گروه تربیت بدنی ، واحدهمدان، دانشگاه آزاد اسلامی،، همدان،ایران | ||
چکیده | ||
هدف از این پژوهش بررسی اثر ظرفیتسازی سازمانی بر یادگیری پایدار با میانجی آموزش چندرسانهای و نوآوری آموزشی در دانشکدههای تربیتبدنی منتخب کشور بود. این تحقیق؛ از نظر نوع توصیفی- همبستگی، از نظر هدف کاربردی، از نظر روش جمعآوری دادهها میدانی میباشد. جامعه آماری را تمامی اساتید، مدرسان و مدیران دانشکدههای تربیتبدنی دانشگاههای دولتی کشور تشکیل میدادند (حدود 500 نفر). برای نمونهگیری همه دانشکدهها به مثابه یک سیستم جامع علمی آموزشی تربیتبدنی در نظر گرفته شد. نمونه آماری به تعداد قابل کفایت برای آزمون مدل در نرمافزار اسمارت پیالاس (10 تا 20 برابر سوالات مربوط به متغیر دارای بیشترین تعداد سوال) انتخاب شد (136 نفر). نمونه آماری به روش نمونهگیری به صورت تصادفی - خوشه ای از بین دانشکدههای کشور انجام گردید. ابزار پژوهش، پرسشنامهای (نیمه محققساخته) شامل 50 سوال (برای 4 متغیر اصلی و 11 بُعد آنها) در مقیاس 5 گزینه لیکرت بود. اعتبارسنجی پژوهش با استفاده از روش روایی محتوایی (10 صاحبنظر)، پایایی (آلفای کرونباخ) و روایی سازه (برازش مدل) ارزیابی و تأیید گردید. نتایج مدلسازی نشان داد که هم اثر مستقیم و هم اثر غیر مستقیم (دو میانجی نوآوری آموزشی و آموزش چندرسانهای) متغیر ظرفیت سازمانی بر یادگیری پایدار معنیدار بود اما اثر غیرمستقیم آن از اثر مستقیم بیشتر بود. براین اساس میتوان گفت که متغیرهای ظرفیت سازمانی هر چند اثر قابل توجهی بر یادگیری پایدار دارد اما مداخله در متغیرهای میانجی اثر آنها را در سیستم آموزشی بسیار بیشتر اعمال خواهد کرد. | ||
کلیدواژهها | ||
مدیریت آموزشی؛ فناوری آموزشی؛ مدیریت نوآوری؛ رسانه آموزشی؛ علوم ورزش | ||
مراجع | ||
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