Educational Technologies in Learning

The relationship between Constructivism and Online Achievement with mediator variables of students Engagement, online Readiness and Learning Climate

Document Type : Research Paper

Authors

alireza zahriban hesari 1
Mahmoud Ekrami 2
Mohammadreza Sarmadi 3

1 faculty member,Educational Sciences,Department of Management Payamnoor, Tehran,Iran.

2 Associate Professor, Educational Sciences, Payame Noor University.PostBox: 19395-3697, Tehran, Iran

3 Professor,Educational Sciences, payamnoor University.post box: 19395-3697,Tehran,Iran.

https://doi.org/10.22054/jti.2024.74087.1380
Abstract
The current research is titled “The relationship between Constructivism and Online Achievement with mediator variables of students Engagement, online Readiness and Learning Climate". The purpose of this study is to determine the modeling of structural equations of achievement in online student learning based on constructivism and mediating variables. The statistical population in the present study is all the students studying bachelor's and master's courses who have registered in the virtual courses of higher education and have passed at least the final exam of one academic semester in the virtual course (LMS course), and using the internet and registration Name in Google, the questionnaires were made available to the students by the researcher, used in the final calculations. The measurement tool is a 5-item questionnaire, which was verified and applied. According to the research findings, the results of the path analysis show that "The ultimate model of online learning achievement has been achieved." In this model, the variable of constructivism indirectly effect and through the three variables of students' engagement, online readiness and climate, it has an effect on the variable of achievement in online learning.

Keywords

Constructivism"
Online Student engagement"
Online Learning achievement
". Online Learning Readiness"And climate
"
Educational Technologies in Learning
Volume 6, Issue 20
Spring 2023
Pages 60-81

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