ارزشیابی نظام آموزش الکترونیکی دانشگاه خوارزمی مبتنی‌بر مدل مفهومی HELAM

نویسندگان
نیوشا باقری 1
مرجان کیان 2
مسعود گرامی پور 2
علی عظیمی 2
یوسف مهدوی نسب 2
1 *دانشکده روان‌شناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران.
2 دانشکده روان‌شناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران.
چکیده
هدف: کلاس‌های مجازی، مدارس مجازی، مدارس هوشمند و دانشگاه مجازی، و به‌طورکلی آموزش الکترونیکی، از ظرفیت‌ها و قابلیت‌های قابل‌اتکا برای توسعه مهارت‌های تحصیلی محسوب می‌شود. هدف این مطالعه ارزشیابی برنامه آموزش الکترونیکی دانشگاه خوارزمی با استفاده از مدل مفهومی هلام است.

روش پژوهش: پژوهش حاضر ازنظر هدف کاربردی و ازلحاظ روش توصیفی، پیمایشی است. همچنین برای جمع‌آوری داده‌ها از روش کمی استفاده شد. جامعه آماری این پژوهش، دانشجویان تحصیلات تکمیلی دانشگاه خوارزمی بود. حجم نمونه تعداد 536 نفر از دانشجویان تحصیلات تکمیلی دانشگاه خوارزمی و روش نمونه‌گیری، تصادفی طبقه‌بندی‌شده بود. برای گردآوری داده‌ها از پرسش‌نامه محقق‌ساخته استانداردشده استفاده شد. درواقع، ساختار اصلی پرسشنامه همان پرسشنامه مبتنی بر مدل هلام به‌علاوه عامل «رضایت کلی» است که از متون تخصصی و ادبیات پژوهش مربوطه برای اصلاح و ترجمه آن کمک گرفته شد. به‌منظور تجزیه‌وتحلیل داده‌ها از آزمون‌های آماری مختلف ازجمله t تک متغیره و تحلیل واریانس یک‌طرفه در نرم‌افزار SPSS و از تحلیل عاملی تأییدی در نرم‌افزار R استفاده شد.

یافته‌ها: نتایج نشان داد که وضعیت برنامه آموزش الکترونیکی دانشگاه خوارزمی با استفاده از مدل مفهومی هلام و هر 7 بعد آن (نگرش دانشجویی، نگرش اساتید، کیفیت سیستم، کیفیت محتوا، کیفیت خدمات، مسائل حمایتی و رضایت کلی)، با بیش از 99% اطمینان مقداری فراتر از میانگین جامعه دارد. علاوه‌براین، بعد مسائل حمایتی تفاوت معناداری با دیگر ابعاد دارد، سپس کیفیت محتوا و کیفیت خدمات نزدیک به یکدیگر و دورتر از سایر زیرمقیاس‌ها هستند، و نهایتاً ابعاد کیفیت سیستم، نگرش اساتید، رضایت کلی و نگرش دانشجویی نیز دارای پایین‌ترین میانگین رتبه هستند.

نتیجه‌گیری: مدیران و کارشناسان مرکز فناوری اطلاعات و ارتباطات دانشگاه خوارزمی باید اقداماتی را درجهت بهبود ابعاد کیفیت سیستم، نگرش اساتید، رضایت کلی و نگرش دانشجویی انجام دهند تا عملکرد آن‌ها نیز به‌موازات مسائل حمایتی ارتقا یابد.
کلیدواژه‌ها
ارزشیابی
آموزش الکترونیکی
دانشگاه خوارزمی
مدل مفهومی هلام

عنوان مقاله English

Evaluation of the E-Learning System at Kharazmi University Based on the HELAM Conceptual Model

نویسندگان English

Niusha Bagheri 1
Margan Kian 2
Masoud Gramipour 2
Ali Ali Azimi 2
Youssef Mahdavi Nesab 2
1 Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran
2 Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran
چکیده English

Objective: Virtual classes, virtual schools, smart schools, and virtual universities, and generally, electronic learning, are considered reliable capacities and capabilities for developing academic skills. The aim of this study is to evaluate the e-learning program at Kharazmi University using the HELAM conceptual model.

Method: This research is practical in terms of its objective and descriptive-survey in terms of method. A quantitative approach was used to collect data. The statistical population consisted of postgraduate students at Kharazmi University. The sample size was 536 postgraduate students, and stratified random sampling was used. A standardized researcher-made questionnaire was used for data collection. The main structure of the questionnaire is based on the HELAM model, along with an additional “overall satisfaction” factor, which was adapted and translated using specialized literature and relevant research. For data analysis, various statistical tests including one-sample t-test and one-way ANOVA in SPSS, and confirmatory factor analysis in R software were used.

Findings: The results indicated that the status of Kharazmi University’s e-learning program, evaluated using the HELAM conceptual model and its seven aspects (student attitude, instructor attitude, system quality, content quality, service quality, support issues, and overall satisfaction), is significantly above the community average with over 99% confidence. Moreover, the support issues aspect showed a significant difference compared to other dimensions, followed by content quality and service quality, which are close to each other and separated from other sub-scales, while system quality, instructor attitude, overall satisfaction, and student attitude have the lowest mean rankings.

Conclusion: Managers and experts at the Information and Communication Technology Center of Kharazmi University should take measures to improve system quality, instructor attitude, overall satisfaction, and student attitude aspects to enhance their performance in parallel with support issues.

کلیدواژه‌ها English

Evaluation
E-learning
Kharazmi University
Quantitative research
HELAM conceptual model
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تعامل انسان و اطلاعات
دوره 11، شماره 3
پاییز 1403
صفحه 113-130