Volume 2, Number 6 (9-2015)                   TLR 2015, 2(6): 210-195 | Back to browse issues page


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The Comparison of faculty members’ computer skills according to their view to blended learning approach . TLR. 2015; 2 (6) :210-195
URL: http://tlr.shahed.ac.ir/article-1-666-en.html

Abstract:   (488 Views)

In recent decades, electronic learning has attracted remarkable attention. But due to the defects and weaknesses of merely electronic learning, the blended learning approach has gradually come to existence, and worldwide tendency to use this new approach is increasing, because of its advantages and positive features. Considering the importance of the views of scientific staff members of the blended learning approach and due to effectiveness of their views on design and implementation of curriculums, the purpose of the present research has been to make a comparison between computer skills of scientific staff members of Payame Noor University and their views of the blended learning approach. The research method was of the descriptive-comparative type, and the data were analyzed using proper statistical tests. The population of this research has included all scientific staff members of Iran’s Payame Noor University. Using Cochran’s formula, the sample size was set to be 110 people. The data collection instruments have included the researcher-made computer skills questionnaire, adjusted based on Lin’s (2008) questionnaire, and the researcher-based questionnaire for views of scientific staff members of the blended learning approach. The validity of the instruments was determined through content validity. To determine the reliability of the research instruments, use was made of Cronbach’s Alpha method, on which basis Cronbach’s Alpha coefficient was obtained as 0.93. The findings of the research demonstrated that scientific staff members have an agreeing view of the blended learning approach in Payame Noor University. A significant difference was observed between views of scientific staff members in terms of gender (p<0.001), but views of scientific staff members of the blended learning approach did not demonstrate a difference in terms of academic degree, teaching experience, and computer skills.

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