نوع مقاله : علمی پژوهشی

نویسنده

• شهناز خادمی زاده

دانشیار ، گروه علم اطلاعات و دانش‌شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران

چکیده

این پژوهش به لحاظ هدف از نوع مطالعات کاربردی و از نظر روش یک تحقیق کمی است. جامعه آماری پژوهش شامل کلیه دانشجویان تحصیلات تکمیلی دانشگاه شهید چمران اهواز است که تعداد آن‌ها بر اساس اعلام دانشگاه 4443 نفر برای سال تحصیلی 1400 – 99 می‌باشد. این پژوهش 200 نفر به عنوان نمونه پژوهش مشارکت داده شدند. پرسشنامه یادگیری الکترونیکی ساخته شده در این پژوهش حاصل مطالعات کتابخانه‌ای و بررسی الگوهای یادگیری مجازی است که با الهام از الگوی سالمون (2004) با تاکید بر یادگیری الکترونیکی دانشجویان طراحی شده است. برای تجزیه و تحلیل داده‌ها از آزمون تحلیل عاملی اکتشافی با استفاده از نرم افزار SPSS نسخه 22؛ و تحلیل عاملی تأییدی با استفاده از نرم افزار LISREL (نسخه 8*8) استفاده است.

نتایج آزمون‌های پژوهش نشان داد پایایی پرسشنامه یادگیری الکترونیکی با ضریب آلفای کرونباخ کلی 97/0 و ضرایب آلفای کرونباخ مؤلفه‌ها بین 88/0 تا 96/0 مناسب و رضایت‌بخش است. به‌منظور تحلیل عاملی شاخص کفایت نمونه‌گیری و مقدار آزمون کرویت بارتلت محاسبه شد. علاوه بر کفایت نمونه‌گیری، اجرای تحلیل عاملی بر پایه ماتریس مورد مطالعه نیز قابل توجیه بود، بنابراین پرسشنامه یادگیری الکترونیکی از ساختار عاملی مناسبی برخوردار است. تمام 36 گویه پرسشنامه با هم همبستگی دارند همبستگی بین سازه‌های پرسشنامه یادگیری الکترونیکی دانشجویان معنادار بوده و می توان گفت پرسشنامه طراحی شده از روایی افتراقی مطلوبی برای سازه‌ها برخوردار است؛ همچنین، نتایج پژوهش نشان داد که الگوی 4 عاملی، برازش قابل قبولی با داده‌های پژوهش دارد. با توجه به نتایج پژوهش حاضر گویه‌های طراحی شده در زمینه ارزیابی یادگیری الکترونیکی پرسشنامه‌ای روا و پایا می‌باشد که می‌تواند در مطالعات آینده با استفاده از این ابزار قدمی در جهت تعیین دقیق و جامع یادگیری الکترونیکی در بین دانشجویان برداشت .

کلیدواژه‌ها

• الگوی سالمون
• یادگیری الکترونیکی
• اعتبارسنجی پرسشنامه
• دانشجویان

موضوعات

• مدیریت دانش

عنوان مقاله [English]

Construction and validation of students' e-learning questionnaire

نویسنده [English]

• Shahnaz Khademizadeh

Assistant Professor, Shahid Chamran University of Ahvaz , Ahvaz, Iran

چکیده [English]

Background and Objectives: The purpose of this study is to construct and validate a student e-learning questionnaire.
Methodology: This research is an applied study in terms of purpose and a quantitative research in terms of method. The statistical population of the study includes all graduate students of Shahid Chamran University of Ahvaz, whose number according to the announcement of the university is 4443 people for the academic year 1400-99. There is no general agreement on the number of samples in factor analysis, but in general, most researchers consider a sample of at least 200 to be suitable for factor analysis (Brown, 2015). Meanwhile, Klein (2015) considers at least 200 samples suitable for this type of analysis (Kline, 2015). Therefore, 200 people participated in this study as a research sample. The e-learning questionnaire developed in this study is the result of library studies and review of virtual learning patterns, which was designed with the inspiration of Salmon (2004) model with emphasis on students' e-learning. This questionnaire is designed for 36 questions on a 5-point scale (very low to very high). To quantify these scales, the scores are given a score from one to five. In the quantitative part, the face and structure validity of the constructed questionnaire was reported to be good and the reliability of the instrument was obtained through Cronbach's alpha test of 0.97. To analyze the data from the exploratory factor analysis test using SPSS software version 22; Confirmatory factor analysis was performed using LISREL software (8 * 8 version). In this research, regarding exploratory factor analysis, the principal component method and varimax rotation have been used. In this study, to measure the validity of the four-factor model of the questionnaire, the fitness indicators of the model such as degree of freedom, statistical values of compliance criteria, adjusted fitness, softened fitness index, non-softened fitness index, adaptive fitness index, and the second root mean of residual squares Standardized has been used and its standard criteria have been measured based on studies such as Geffen et al. (2013).
Findings: The results of research tests showed that the reliability of the e-learning questionnaire with overall Cronbach's alpha coefficient of 0.97 and Cronbach's alpha coefficients of the components between 0.88 to 0.96 is appropriate and satisfactory. Sampling adequacy index and Bartlett sphericity test were calculated for factor analysis. In addition to the adequacy of sampling, the implementation of factor analysis based on the studied matrix was also justified, so the e-learning questionnaire has a suitable factor structure. All 36 items of the questionnaire are correlated. The correlation between the constructs of the students' e-learning questionnaire is significant and it can be said that the designed questionnaire has a good differential validity for the structures.
Discussion: The evaluation of e-learning in universities and higher education institutions is one of the topics that is extremely important in today's world and studies are needed to develop and promote it. There seems to be no standard tool for assessing e-learning and there is a variety of tools in this area. Therefore, the present study was conducted with the aim of constructing and validating a questionnaire to evaluate e-learning. Validation of questionnaires is very important and validation of tools is an important step in determining the psychometric properties of those tools. Once the tools are validated, their use can be helpful for proper evaluation. Therefore, the present designed questionnaire was tested for validation. In e-learning, students have access to e-content, and any amount of e-content provided has the appropriate variety and attractiveness, increases the motivation of students in e-learning. E-learning programs are effective in promoting student learning motivation. These include guides, procedures, and ways to access electronic content. The e-learning process should be designed to be compatible with any level of media literacy of students and enable students to actively participate in the design of courses, programs and e-content to make e-learning successful. Finally, the results showed that the 4-factor model has an acceptable fit with the research data. In general, according to the results of the present study, the designed items of the present questionnaire in the field of e-learning assessment are valid and reliable questionnaires that can be used in future studies using this tool to determine e-learning among students that provides useful planning information. And deficiencies and shortcomings are addressed by policy makers and managers.

کلیدواژه‌ها [English]

• salmon pattern
• e-learning
• questionnaire validation
• student