آموزش الکترونیکی مسأله‌محور بر میزان یادگیری و انگیزش تحصیلی دانشجویان پزشکی در شرایط کرونا

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دکتری تکنولوژی آموزشی، گروه علوم تربیتی، دانشگاه تربیت مدرس، تهران، ایران.

2 گروه روانشناسی تربیتی، واحد علوم پزشکی، دانشگاه آزاد اسلامی، تهران، ایران.

3 گروه علوم تربیتی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران.

چکیده

مقدمه
بحران کرونا توجه تمامی محیط­های آموزشی مانند دانشگاه­ها، مدارس و سازمان­ها را برای آموزش الکترونیکی سوق داده است اما کیفیت آموزش الکترونیکی و نتایج آن یعنی یادگیری و انگیزش تحصیلی نیز باید مدنظر قرار بگیرد. این پژوهش با هدف تعیین تاثیر آموزش الکترونیکی مسأله­محور بر میزان یادگیری و انگیزش دانشجویان پزشکی در شرایط کرونا انجام شد.
روش کار
روش پژوهش نیمه­آزمایشی با طرح پیش­آزمون و پس­آزمون با گروه آزمایش و کنترل بود. از جامعه آماری دانشجویان پزشکی دانشگاه علوم پزشکی اردبیل، 32 نفر با استفاده از روش نمونه­گیری در دسترس انتخاب شد و با استفاده از روش تصادفی به گروه آزمایش و کنترل تقسیم شدند. گروه آزمایش به مدت دو ماه در معرض آموزش الکترونیکی مسأله­محور قرار گرفت و برای گروه کنترل نیز آموزش الکترونیکی به شیوه مستقیم برگزار شد. از پرسشنامه یادگیری محقق ساخته و انگیزش تحصیلی (والرند و همکاران، 1989) استفاده شد. یافته­های پژوهش با استفاده از آزمون کواریانس تحلیل شد.
نتایج
یافته­ها نشان داد که میانگین یادگیری و انگیزش تحصیلی گروه آزمایش به ترتیب از 81/6 و 56/69 در مرحله پیش­آزمون به 50/17 و 31/92 در مرحله پس­آزمون افزایش پیدا کرد. نتیجه تحلیل کوواریانس نشان داد که پس از حذف اثر پیش آزمون، میانگین نمرات پس­آزمون دو گروه اختلاف آماری معناداری داشتند (005/0≥p).
نتیجه ­گیری
نتیجه این پژوهش نشان داد که استفاده از آموزش الکترونیکی رویکرد مسأله­­محوری در شرایط کرونا می­تواند بر افزایش میزان یادگیری و انگیزش تحصیلی دانشجویان پزشکی موثر باشد.

کلیدواژه‌ها

عنوان مقاله [English]

Problem-based e-learning on the level of learning and academic motivation of medical students in coronary conditions

نویسندگان [English]

  • Mahdi Badali 1
  • Nazanin Shafieifar 2
  • Zahra Bakhtyarizadeh 3
1 PhD in Educational Technology, Department of Educational Sciences, Tarbiat Modares University, Tehran, Iran.
2 Department of Educational Psychology, Medical Sciences Branch, Islamic Azad University, Tehran, Iran.
3 Department of Educational Sciences, Central Tehran Branch, Islamic Azad University, Tehran, Iran.
چکیده [English]

Introduction: Corona crisis has attracted the attention of all educational environments such as universities, schools and organizations for e-learning, but the quality of e-learning and its results, such as learning and academic motivation must also be considered. The aim of this study was to determine the effect of problem-based e-learning on the learning and motivation of medical students in coronary conditions.
Method: The research method was quasi-experimental with pre-test and post-test design with experimental and control groups. From the statistical population of medical students of Ardabil University of Medical Sciences, 32 students were selected using available sampling method and were randomly divided into experimental and control groups. The experimental group was exposed to problem-oriented e-learning for two months and the e-learning group was directly exposed to the control group. A researcher-made learning questionnaire and academic motivation (Vallerend et al., 1989) were used. Research findings were analyzed using covariance.
Results: The results showed that the average learning and academic motivation of the experimental group increased from 6.81 and 69.56 in the pre-test stage to 17.50 and 92.31 in the post-test stage, respectively. The results of analysis of covariance showed that after removing the effect of pretest, the mean scores of posttest of the two groups were statistically significant (p≥0.005).
Conclusion: The results of this study showed that the use of e-learning's problem-Based approach in coronary conditions can be effective in increasing the learning and academic motivation of medical students.

کلیدواژه‌ها [English]

  • Corona
  • e-learning
  • Problem Based Learning
  • learning
  • academic motivation

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مجله دانشکده پزشکی دانشگاه علوم پزشکی مشهد
دوره 64، شماره 1
فروردین و اردیبهشت 1400
صفحه 2330-2339

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