گسترش اخلاق در آموزش عالي از طريق ساخت ابزار و سنجش بي عدالتي در آموزش الكترونيكي

Promoting Ethics in Higher Education by Building Tools and Measuring Injustice in E-learning

آﻣﻮزش اﻟﮑﺘﺮوﻧﯿﮑﯽ، ﻋﻠﯽرﻏﻢ ﮔﺴﺘﺮش و ﻓﻮاﯾﺪ ﻓﺮاوان، ﻣﻨﺠﺮ ﺑﻪ اﯾﺠﺎد ﺷﮑﺎف دﯾﺠﯿﺘﺎﻟﯽ و ﺑﻪ ﺗﺒﻊ آن، ﺑﯽﻋﺪاﻟﺘﯽ آﻣﻮزﺷﯽ ﺷـﺪه اﺳـﺖ از اﯾﻨﺮو ﻫﺪف ﺗﺤﻘﯿﻖ ﺣﺎﺿﺮ، ﺳﺎﺧﺖ اﺑﺰار و ﺳﻨﺠﺶ ﺑﯽﻋﺪاﻟﺘﯽ در آﻣﻮزش اﻟﮑﺘﺮوﻧﯿﮑﯽ اﺳﺖ. روش: روش ﺗﺤﻘﯿﻖ ﺗﻮﺻﯿﻔﯽ از ﻧﻮع ﭘﯿﻤﺎﯾﺸﯽ اﺳﺖ ﮐﻪ ﺟﺎﻣﻌﻪ آﻣﺎري ﺗﺤﻘﯿﻖ ﻣﺸﺘﻤﻞ ﺑـﺮ ﮐﻠﯿـﻪ داﻧﺸـﺠﻮﯾﺎن واﺣـﺪ اﻟﮑﺘﺮوﻧﯿﮑـﯽ داﻧﺸـﮕﺎه آزاد اﺳﻼﻣﯽ اﺳﺖ و ﺷﯿﻮه ﻧﻤﻮﻧﻪ ﮔﯿﺮي، ﻃﺒﻘﻪ اي ﻣﺘﻨﺎﺳﺐ ﺑﺎ ﺣﺠﻢ ﺑﻮده ﮐﻪ ﺑﺮ اﺳﺎس ﻓﺮﻣﻮل ﮐﻮﮐﺮان ﺗﻌﺪاد 302 ﻧﻔﺮ ﺑﻪ ﻃﻮر ﺗﺼﺎدﻓﯽ ﺑﺮاي ﺗﺤﻘﯿـﻖ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. اﺑﺰار ﺗﺤﻘﯿﻖ ﭘﺮﺳﺸﻨﺎﻣﻪ ﻣﺤﻘﻖ ﺳﺎﺧﺘﻪ اﺑﻌﺎد و ﻣﺆﻟﻔﻪ ﻫﺎي ﺑﯽﻋﺪاﻟﺘﯽ در آﻣﻮزش اﻟﮑﺘﺮوﻧﯿﮑﯽ اﺳﺖ ﮐﻪ از رواﯾﯽ ﻣﺤﺘـﻮاﯾﯽ ﺑﺮﺧـﻮردار ﺑﻮده و ﺿﺮﯾﺐ اﻋﺘﺒﺎر آن ﺑﺮ اﺳﺎس آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ ﺑﺮاﺑﺮ 0/94 ﺑﺪﺳﺖ آﻣﺪه اﺳﺖ و ﺑﺮاي ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿـﻞ دادهﻫـﺎ از آﻣـﺎر ﺗﻮﺻـﯿﻔﯽ )ﻣﯿـﺎﻧﮕﯿﻦ( و اﺳﺘﻨﺒﺎﻃﯽ )ﺗﺤﻠﯿﻞ ﻋﺎﻣﻠﯽ و آزﻣﻮن t( اﺳﺘﻔﺎده ﺷﺪه اﺳﺖ. ﯾﺎﻓﺘﻪﻫﺎ: ﯾﺎﻓﺘﻪﻫﺎي ﺗﺤﻘﯿﻖ ﻧﺸﺎن داد، اﺑﻌﺎد اﺑﺰار ﺳﻨﺠﺶ ﺑﯽﻋﺪاﻟﺘﯽ در آﻣﻮزش اﻟﮑﺘﺮوﻧﯿﮑﯽ ﺷﺎﻣﻞ ﺗﻮزﯾﻊ ﻧﺎﻣﻨﺎﺳﺐ اﻣﮑﺎﻧﺎت ﺳﺨﺖ اﻓﺰاري، ﺗﻮزﯾﻊ ﻧﺎﻣﻨﺎﺳﺐ اﻣﮑﺎﻧﺎت ﻧﺮم اﻓﺰاري، ﺗﻮاﻧﺎﯾﯽﻫﺎي ﻧﺎﻫﻤﺴﺎن داﻧﺸﺠﻮﯾﺎن، اﺟﺮاي ﺿﻌﯿﻒ ﻗﻮاﻧﯿﻦ و ﻣﻘﺮرات ﻣﺮﺗﺒﻂ ﺑـﺎ ﺗﺨﻠﻔـﺎت ﻋﻠﻤـﯽ و ﭘﮋوﻫﺸـﯽ، ﻋـﺪم اﻣﮑﺎن اﺟﺮاي ﻣﻨﺎﺳﺐ ﺑﺮﻧﺎﻣﻪﻫﺎي آﻣﻮزﺷﯽ و درﺳﯽ اﻟﮑﺘﺮوﻧﯿﮑﯽ در ﺗﻤﺎﻣﯽ دروس و رﺷﺘﻪﻫﺎ و ﻋﺪم اﻣﮑﺎن ارزﺷﯿﺎﺑﯽ اﻟﮑﺘﺮوﻧﯿﮑﯽ ﻣﻨﺎﺳﺐ در ﺗﻤﺎﻣﯽ دروس و رﺷﺘﻪﻫﺎ اﺳﺖ ﮐﻪ اﯾﻦ اﺑﻌﺎد 82 درﺻﺪ از درﺻﺪ وارﯾﺎﻧﺲ اﺑﺰار را ﺗﺒﯿﯿﻦ ﻣﯽ ﮐﻨﺪ و ﻣﯿﺰان ﺑﯽﻋـﺪاﻟﺘﯽ در آﻣـﻮزش اﻟﮑﺘﺮوﻧﯿﮑـﯽ در ﺟﺎﻣﻌـﻪ ﻣﻮرد ﻣﻄﺎﻟﻌﻪ )3/57(، ﺑﯿﺸﺘﺮ از ﻣﯿﺎﻧﮕﯿﻦ ﻧﻈﺮي )3( اﺳﺖ. ﻧﺘﯿﺠﻪﮔﯿﺮي: از ﻃﺮﯾﻖ ﺗﻮزﯾﻊ ﻋﺎدﻻﻧﻪ اﻣﮑﺎﻧﺎت ﺳﺨﺖ و ﻧﺮم اﻓﺰاري، ارﺗﻘﺎء ﺗﻮاﻧﺎﯾﯽﻫﺎي داﻧﺸﺠﻮﯾﺎن، رﻋﺎﯾﺖ اﺧﻼق ﻋﻠﻤـﯽ و ﭘﮋوﻫﺸـﯽ، ﺗﻮﺳـﻌﻪ اﻣﮑﺎن اﺟﺮا و ارزﺷﯿﺎﺑﯽ ﺑﺮﻧﺎﻣﻪﻫﺎي آﻣﻮزﺷﯽ و درﺳﯽ در ﺗﻤﺎﻣﯽ رﺷﺘﻪﻫﺎ، ﻣﯽﺗﻮان ﺑﻪ ﮔﺴﺘﺮش اﺧﻼق در آﻣﻮزش ﻋﺎﻟﯽ ﯾﺎري رﺳﺎﻧﺪ.

E-learning, despite its great development and benefits, has led to the digital divide and, consequently, educational injustice. Therefore, the purpose of this study is to build tools and measure injustice in e-learning. Method: The research method is descriptive survey that the statistical population of the study includes all students of the electronic unit of Islamic Azad University and the sampling method is a class proportional to the volume that based on Cochran's formula 302 people were randomly selected for research. The research instrument is a researcher-made questionnaire on the dimensions and components of injustice in e-learning, which has content validity and its validity coefficient based on Cronbach's alpha is 0.94 and for data analysis from descriptive statistics (average) and inferential (factor analysis and t-test) were used. Results: The research findings showed that the dimensions of injustice measurement tools in e-learning include improper distribution of hardware facilities, improper distribution of software facilities, unequal abilities of students, poor implementation of laws and regulations related to scientific and research violations. The impossibility of proper implementation of e-learning programs in all courses and disciplines and the impossibility of proper electronic evaluation in all courses and disciplines, which explains 82% of the variance of the tool and the amount of Justice in e-learning in the study population (3.57) is higher than the theoretical average (3). Conclusion: Through the equitable distribution of hardware and software, enhancing students' abilities, adhering to scientific and research ethics, developing the ability to implement and evaluating curricula across all disciplines, we can help develop the ethics of higher education.