پديد آورندگان :
هوشنگ نژاد، محمود داﻧﺸﮕﺎه ﭘﯿﺎم ﻧﻮر ﺗﻬﺮان - ﮔﺮوه ﺗﺤﻘﯿﻘﺎت آﻣﻮزﺷﯽ , عجم، علي اكبر داﻧﺸﮕﺎه ﭘﯿﺎم ﻧﻮر ﺗﻬﺮان - ﮔﺮوه علوم تربيتي , اعراب شيباني، خديجه داﻧﺸﮕﺎه ﭘﯿﺎم ﻧﻮر ﺗﻬﺮان - ﮔﺮوه روانشناسي , آذرهمايون، نسرين داﻧﺸﮕﺎه ﭘﯿﺎم ﻧﻮر ﺗﻬﺮان - ﮔﺮوه مديريت رسانه هاي آموزشي
كليدواژه :
ﺳﻮاد اﻃﻼﻋﺎﺗﯽ , ﭘﺬﯾﺮش ﯾﺎدﮔﯿﺮي اﻟﮑﺘﺮوﻧﯿﮏ , داﻧﺸﺠﻮﯾﺎن , داﻧﺸﮑﺪه ﻓﻨﯽ ﻣﻬﻨﺪﺳﯽ ﻓﺮدوس
چكيده فارسي :
ﻫﺪف: ﻫﺪف از اﻧﺠﺎم اﯾﻦ ﭘﮋوﻫﺶ، ﺑﺮرﺳﯽ ﻧﻘﺶ ﻣﺆﻟﻔﻪﻫﺎي ﺳﻮاد اﻃﻼﻋﺎﺗﯽ در ﭘﺬﯾﺮش ﯾﺎدﮔﯿﺮي اﻟﮑﺘﺮوﻧﯿﮏ داﻧﺸﺠﻮﯾﺎن داﻧﺸﮑﺪه ﻓﻨﯽ و ﻣﻬﻨﺪﺳﯽ ﻓﺮدوس ﺑﻮد.شﺷﻨﺎﺳﯽ ﭘﮋوﻫﺶ: روش ﭘﮋوﻫﺶ از ﻧﻮع ﺗﻮﺻﯿﻔﯽ-ﻫﻤﺒﺴﺘﮕﯽ اﺳﺖ. اﯾﻦ ﺗﺤﻘﯿﻖ ﺑﻪ روش ﻣﯿﺪاﻧﯽ ﺑﺎ ﻣﺎﻫﯿﺖ از ﻧﻮع ﭘﮋوﻫﺶﻫﺎي ﮐﻤّﯽ و از ﻧﻈﺮ ﻫﺪف از ﻧﻮع ﺗﺤﻘﯿﻘﺎت ﮐﺎرﺑﺮدي ﻣﺤﺴﻮب ﻣﯽﺷﻮد. ﺟﺎﻣﻌﻪ آﻣﺎري از داﻧﺸﺠﻮﯾﺎن داﻧﺸﮑﺪه ﻓﻨﯽ و ﻣﻬﻨﺪﺳﯽ ﻓﺮدوس اﻧﺘﺨﺎب ﺷﺪﮐﻪ داراي 392 داﻧﺸﺠﻮ در زﻣﺎن ﭘﮋوﻫﺶ ﺑﻮده اﺳﺖ. ﺑﻪ روش ﻃﺒﻘﻪاي ﺗﺼﺎدﻓﯽ 199 ﻧﻤﻮﻧﻪ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. آزﻣﻮن ﻫﻤﺒﺴﺘﮕﯽ و آزﻣﻮن ﺗﯽ و روش ﺗﺤﻠﯿﻞ رﮔﺮﺳﯿﻮن ﻫﻤﺰﻣﺎن ﺑﺮاي ﺗﺤﻠﯿﻞ دادهﻫﺎ در ﻧﺮماﻓﺰار SPSS ﻧﮕﺎرش 24 ﻣﻮرد اﺳﺘﻔﺎده ﻗﺮار ﮔﺮﻓﺖ.
ﯾﺎﻓﺘﻪﻫﺎ: ﯾﺎﻓﺘﻪ ﭘﮋوﻫﺶ ﻧﺸﺎن ﻣﯽدﻫﺪ 11/8 درﺻﺪ از ﭘﺬﯾﺮش ﯾﺎدﮔﯿﺮي اﻟﮑﺘﺮوﻧﯿﮏ از ﻃﺮﯾﻖ ﺧﺮده ﻣﺆﻟﻔﻪﻫﺎي ﺳﻮاد اﻃﻼﻋﺎﺗﯽ ﺗﺒﯿﯿﻦ ﻣﯽﺷﻮد. اﻟﺒﺘﻪ ﻫﯿﭽﮑﺪام از اﯾﻦ ﻣﺆﻟﻔﻪﻫﺎ ﺳﻬﻢ ﯾﮕﺎﻧﻪ ﻣﻌﻨﺎداري را در ﭘﺬﯾﺮش ﯾﺎدﮔﯿﺮي اﻟﮑﺘﺮوﻧﯿﮏ ﻧﺸﺎن ﻧﺪادﻧﺪ. ﺑﻌﻼوه ﺗﻔﺎوت ﻣﻌﻨﺎداري در ﺳﻮاد اﻃﻼﻋﺎﺗﯽ و ﭘﺬﯾﺮش ﯾﺎدﮔﯿﺮي اﻟﮑﺘﺮوﻧﯿﮏ داﻧﺸﺠﻮﯾﺎن ﺑﻪ ﺗﻔﮑﯿﮏ ﺟﻨﺴﯿﺖ ﺑﺪﺳﺖ ﻧﯿﺎﻣﺪ.
ﺑﺤﺚ و ﻧﺘﯿﺠﻪﮔﯿﺮي: ﺑﺮاي ﺑﺎﻻﺑﺮدن اﻗﺒﺎل داﻧﺸﺠﻮﯾﺎن ﺑﻪ ﭘﺬﯾﺮش ﯾﺎدﮔﯿﺮي اﻟﮑﺘﺮوﻧﯿﮏ، ﺑﺎﯾﺪ ﺗﻤﺎم ﻣﺆﻟﻔﻪﻫﺎي ﺳﻮاد اﻃﻼﻋﺎﺗﯽ در داﻧﺸﺠﻮﯾﺎن ﺗﻘﻮﯾﺖ ﺷﻮﻧﺪ ﮐﻪ اﻟﺒﺘﻪ اوﻟﻮﯾﺖ ﺑﺮﺧﯽ از آﻧﻬﺎ ﺑﺎﻻﺗﺮ اﺳﺖ. ﺑﻨﺎﺑﺮﯾﻦ ﭘﯿﺸﻨﻬﺎد ﻣﯽﺷﻮد ﮐﺎرﮔﺎهﻫﺎي آﻣﻮزﺷﯽ در ﺟﻬﺖ اﻓﺰاﯾﺶ ﺳﻄﺢ ﺳﻮاد اﻃﻼﻋﺎﺗﯽ داﻧﺸﺠﻮﯾﺎن در ﺑﺮﻧﺎﻣﻪ درﺳﯽ آﻧﺎن ﮔﻨﺠﺎﻧﺪه ﺷﻮد.
چكيده لاتين :
Purpose: The aim of this research was to investigate the role of the components of information literacy in acceptance of e-learning in students of Ferdows College of Engineering and Technology.
Methodology: This was a descriptive-correlational piece of research in terms of method, conducted as a field study, a quantitative piece of research in terms of quality, and a practical investigation in terms of aim. The research population was selected from among the students of Ferdows College of Engineering and Technology, including 392 students when the research was conducted. A sample of 199 participants was selected using stratified random sampling. A test of correlation, the T test, and the method of regression analysis were used simultaneously for analysis of the data in SPSS 24.
Findings: The research findings demonstrated that 11.8 percent of e-learning acceptance was explained through the subcomponents of information literacy. None of the above components, however, exhibited a unique significant contribution to e-learning acceptance. Moreover, no significant difference between the two genders was obtained with respect to the relationship between information literacy and e-learning acceptance in the students.
Conclusion: For increasing students’ acceptance of e-learning, all the components of information literacy should be enforced in students, with some of them holding greater priority of course. Therefore, it is suggested that training workshops be included in their curricula for enhancement of their levels of information literacy.
Keywords: Acceptance E-learning, Information literacy, Students, Ferdows College of Engineering and Technology.
Citation: Houshang Nezhad, M., Ajam, A. A., Sheybani, K. A. & Azarhomaun, N. (2019). Investigating the Role of the Components of Information Literacy in Acceptance of E-learning in Students of Technical & Engineering Faculty Safiyeh Tahmasebi
