نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشگاه تربیت مدرس

2 گروه علوم تربیتی دانشگاه تربیت مدرس

چکیده

هدف از پژوهش حاضر، بررسی تأثیر یادگیری مبتنی بر ویدئو افتراقی در مقایسه با یادگیری مبتنی بر ویدئو معمولی بر یادگیری، یادگیری خودتنظیم و رضایت از دوره یادگیرندگان با رویکردی نوآورانه بود. اهمیت درنظرگرفتن نیازها و ویژگی‌های متنوع یادگیرندگان در محیط‌های یادگیری آنلاین امری ضروری بوده و امروزه با بهره‌مندی محیط‌های یادگیری از ابزارهای فناورانه، در کانون توجه پژوهشگران حوزه آموزش قرار گرفته است بحثی چالشی است، اما بااین‌حال یک رویکرد آموزشی منسجمی و غنی شده با فناوری که بتواند به این چالش بپردازد کمتر به چشم می‌خورد جایی که ابزار واکاوی یادگیری می‌تواند کمک‌کننده باشد. روش پژوهش حاضر شبه‌آزمایشی از نوع پیش‌آزمون - پس‌آزمون با گروه کنترل بوده و با استفاده از روش نمونه‌گیری در دسترس 60 معلم انتخاب شده و به‌صورت تصادفی در گروه آزمایش و کنترل قرار داده شدند. ابزارهای جمع‌آوری داده شامل پرسش‌نامه یادگیری خودتنظیم آنلاین، آزمون محقق ساخته یادگیری، پرسش‌نامه سنجش رضایت از دوره و ابزار واکاوی یادگیری بودند. دوره آموزشی اصول طراحی آموزشی برای معلمان در 5 جلسه طراحی شده و به‌صورت افتراقی به کمک ابزار واکاوی، برای گروه آزمایش و به‌صورت معمولی برای گروه کنترل برگزار شد. به‌منظور بررسی تغییرات مداخله آموزشی، از کلیه یادگیرندگان پیش‌آزمون و پس‌آزمون به عمل آمد. برای تجزیه تحلیل داده‌ها از روش‌های آماری توصیفی و استنباطی استفاده شد. نتایج نشان داد یادگیری، یادگیری خودتنظیم و رضایت یادگیرندگان در رویکرد نوآورانه یادگیری افتراقی مبتنی بر ویدئو به‌صورت معناداری نسبت به یادگیری مبتنی بر ویدئو معمولی، بیشتر بود. بر اساس نتایج، در انتها پیشنهادها مورد بحث قرار گرفت.

کلیدواژه‌ها

عنوان مقاله [English]

Application of Learning Analytics to Differentiate Video-Based Learning Environments

نویسندگان [English]

  • Ata Barzegari 1
  • Esmaeil Azimi 1
  • Javad Hatami 2

1 Tarbiat Modares University, Tehran, Iran

2 Tarbiat Modares University, Tehran, Iran

چکیده [English]

This research aimed to investigate the impact of differentiated video-based learning (VBL) compared to conventional VBL on learning, self-regulation learning (SRL), and satisfaction with the course with an innovative pedagogical approach. Given the critical importance of addressing diverse learner needs and characteristics in online educational environments, particularly in an era increasingly dominated by digital tools, the potential of learning analytics (LA) to meet these challenges merits rigorous investigation. This research employed a quasi-experimental design, utilizing a pre-test-post-test model with control groups. A total of sixty teachers, selected via convenience sampling, were randomly allocated to either the experimental or control groups. Data were gathered using several instruments: an online SRL questionnaire, a bespoke learning assessment, and a course satisfaction survey, and the LA tool. The instructional intervention, comprising a five-session course on the subject of principles of instructional design, was administered with LA support in differentiated form for the experimental group and without for the control group. Both descriptive and inferential statistical methods were used to analyze the data. The results indicated that the experimental group, which engaged in the differentiated VBL approach, showed significantly greater improvements in learning outcomes, SRL, and overall satisfaction compared to the control group, which received conventional VBL. Based on the results, suggestions were discussed.

کلیدواژه‌ها [English]

  • Differentiated Learning
  • Video-Based Learning
  • Self-Regulated Learning
  • Learning Analytics
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