Journal of Medical Education and Development
مجله مركز مطالعات و توسعه آموزش علوم پزشكي يزد
jmed
Medical Sciences
http://jmed.ssu.ac.ir
1
admin
2251-7065
2251-8266
fa
jalali
1402
6
1
gregorian
2023
9
1
18
2
online
1
fulltext
fa
اکولوژی محیط آموزش مجازی دانشگاه علوم پزشکی شهید صدوقی یزد از دیدگاه دانشجویان
Ecology of Virtual Learning Environment in Shahid Sadoughi University of Medical Sciences from Students' Viewpoint
آموزش پزشكي
Medical Education
پژوهشي
Research
<span style="font-size:11pt"><span style="line-height:17.0pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><b><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">مقدمه: </span></span></b><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">این مطالعه باهدف ارزیابی اکولوژی محیط آموزش مجازی از دیدگاه دانشجویان دانشکده بهداشت دانشگاه علوم پزشکی شهید صدوقی یزد انجام شد.</span></span><span dir="LTR" style="font-size:10.0pt"><span style="font-family:"Times New Roman","serif""></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:17.0pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><b><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">روش بررسی:</span></span></b> <span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">این مطالعه توصیفی-مقطعی بر روی 287 نفر از دانشجویان در مقاطع کارشناسی، کارشناسی ارشد و دکتری دانشکده بهداشت دانشگاه علوم پزشکی شهید صدوقی یزد، با استفاده از نمونه گیری تصادفی- طبقهای انجام گرفت. ابزار گردآوری داده­ها، علاوه بر ویژگی های جمعیت شناختی و تحصیلی =دو پرسشنامه </span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Kaufmann</span></span><span style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"> شامل چهار حیطه "رفتارهای استاد، تعاملات فراگیران، ساختار دوره آموزشی و حیطه سهولت اجرای دوره" و پرسشنامه </span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Chou</span></span><span style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"> شامل سه حیطه "جو کلی یادگیری، قابلیت فراگیر و محیط یادگیری و رضایت از یادگیری" بود. دادهها به صورت الکترونیکی گرداوری شده و در نرمافزار </span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">SPSS 21</span></span><span style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"> تحلیل شد. </span></span><span dir="LTR" style="font-size:10.0pt"><span style="font-family:"Times New Roman","serif""></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:17.0pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><b><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">نتایج</span></span></b><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">:</span></span> <span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">وضعیت اکولوژی محیط آموزش مجازی از دیدگاه دانشجویان در سطح متوسط بود. نمرات دانشجویان در حیطه قابلیت فراگیر و محیط یادگیری (62/0</span></span><span lang="AR-SA" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">±</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">2/3)، حیطه رضایت از یادگیری (73/0</span></span><span lang="AR-SA" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">±</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">07/3)، حیطه جو کلی یادگیری (73/0</span></span><span lang="AR-SA" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">±</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">05/3)، حیطه رفتارهای استاد (83/0</span></span><span lang="AR-SA" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">±</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">8/3)، حیطه ساختار دوره آموزشی (12/1</span></span><span lang="AR-SA" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">±</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">92/2)، حیطه سهولت اجرا (98/0</span></span><span lang="AR-SA" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">±</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">14/3) و حیطه تعاملات فراگیران (85/0</span></span><span lang="AR-SA" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">±</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">66/3)، گزارش شد.</span></span><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Nazanin""></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:17.0pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><b><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">نتیجهگیری</span></span></b><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">:</span></span><span style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"> فرایند یاددهی- یادگیری در بستر آموزش مجازی پیچیده است که عوامل مختلف مانند مهارت مدرس بودن و فراگیر بودن در بستر آموزش مجازی اهمیت زیادی دارد. همچنین ساختار دوره و طراحی آموزشی برای هدایت فرایند تعاملی آموزش مجازی و سهولت اجرا بر اکولوژی یادگیری مؤثر است. زیرساختهای لازم جهت تسهیل فرایند یاددهی-یادگیری لازم است در برنامهریزی توسعه آموزش مجازی موردتوجه قرار گیرد.</span></span><span dir="LTR" style="font-size:10.0pt"><span style="font-family:"Times New Roman","serif""></span></span></span></span></span></span></span><br>
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<span style="font-size:11pt"><span style="line-height:115%"><span style="punctuation-wrap:simple"><span calibri="" style="font-family:"><b><i><span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="letter-spacing:-.2pt">Introduction:</span></span></span></span></i></b> <span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">This study aimed to assess the ecological status of the educational environment (online) from the perspective of students in the school of PublicHealth at Shahid Sadoughi University of Medical Sciences.</span></span></span><span dir="RTL" style="font-family:"Arial","sans-serif"" lang="AR-SA"></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:115%"><span style="punctuation-wrap:simple"><span calibri="" style="font-family:"><b><i><span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Methods:</span></span></span></i></b><span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""> This was a descriptive cross-sectional study involving 287 undergraduate, graduate, and Ph.D. students from the School of Health, enterd via stratified random sampling. Two questionnaires about the online learning environments that were developed by Kaufmann and Chou were used in the study. The Kaufmann questionnaire included four domains: “instructor behaviors, student connectedness, course structure, and Course Clarity” and Chou’s questionnaire included three domains: "Learning climate, and learning satisfaction". Data were analyzed by SPSS 21 software. </span></span></span><b><i><span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Results:</span></span></span></i></b><span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""> Our findings indicate that students viewed the ecological status of the online learning environment as moderate level. The domain ability and learning environment received a score of 3.2 ± 0.62, satisfaction with learning was rated 3.07 ± 0.73, and general learning atmosphere received a score of 3.05 ± 0.73. The teacher's behavior received 3.8 ± 0.83, the structure of the training course 2.92 ± 1.12, the ease of implementation 3.14±0.98, and the interaction of learners 3.66 ± 0.85.</span></span></span><b><span style="font-family:"Times New Roman","serif""></span></b></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:115%"><span style="punctuation-wrap:simple"><span calibri="" style="font-family:"><b><i><span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Conclusion:</span></span></span></i></b><b> </b><span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Online teaching and learning is a complex process that involves various factors such as the instructor's skills, inclusiveness, course structure, and educational design. The ease of implementation and interaction of learners are also important in the learning ecology. Therefore, it is essential to have the necessary infrastructure that facilitates the teaching-learning process when planning for the creation and development of online education.</span></span></span><b><span style="font-size:10.0pt"><span style="line-height:115%"><span style="font-family:"Times New Roman","serif""></span></span></span></b></span></span></span></span><br>
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<span style="font-size:11pt"><span style="line-height:115%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span calibri="" style="font-family:">Corresponding Author:Fatemeh Keshmiri</span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:115%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span calibri="" style="font-family:">View Orcid in Profile<span lang="FA" style="font-family:"Arial","sans-serif""></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:115%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span calibri="" style="font-family:">You can search for this author in <a href="https://pubmed.ncbi.nlm.nih.gov/?term=%28fatemeh+keshmiri%5BAuthor%5D%29+AND+%28shahid+sadoughi+university+of+%5BAffiliation%5D%29">PubMed</a> <a href="https://scholar.google.com/citations?user=exmLXj8AAAAJ&hl=en">Google Scholar Profile</a><span lang="FA" style="font-family:"Arial","sans-serif""></span></span></span></span></span></span><br>
اکولوژی محیط یادگیری, آموزش مجازی, جو آموزشی, جو کلاس آنلاین
Online, Learning Environment Ecology, Virtual education, Educational Atmosphere, Class Climate
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http://jmed.ssu.ac.ir/browse.php?a_code=A-10-336-9&slc_lang=fa&sid=1
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