مطالعات اندازه گیری و ارزشیابی آموزشی

مطالعات اندازه گیری و ارزشیابی آموزشی

شکاف نسلی یا تلاقی تجربه؟ شناخت، نگرش و رفتار اعضای هیأت‌‌ ‌علمی نسبت به دانش‌جویان غیرسنتی

نوع مقاله : مقاله پژوهشی

نویسندگان
1 کارشناسی ارشد مدیریت آموزشی، گروه علوم تربیتی، دانشگاه کردستان، سنندج، ایران.
2 استاد مدیریت آموزشی، گروه علوم تربیتی، دانشگاه کردستان، سنندج، ایران
3 دانشیار برنامه‌ریزی درسی، گروه علوم تربیتی، دانشگاه کردستان، سنندج، ایران
10.22034/emes.2025.2054699.2638
چکیده
هدف: اصطلاح «دانشجویان غیرسنتی» معمولاً به فراگیرانی با ویژگی‌های اجتماعی- جمعیت‌شناختی خاص که با دانشجویان سنتی در آموزش‌عالی متفاوت هستند گفته می‌شود. حضور فزاینده دانشجویان غیرسنتی در کلاس‌های دانشگاهی چالش‌ها و فرصت‌های منحصر به‌فردی را به‌همراه دارد. با وجود افزایش تعداد دانشجویان غیرسنتی تحقیقات اندکی در سطح بین‌المللی به نحوۀ تعامل استادان با این دانشجویان پرداخته‌اند. هدف این پژوهش بررسی سطح شناخت، نگرش و رفتار اعضای هیأت علمی دانشگاه کردستان نسبت به دانشجویان غیرسنتی بود.
روش پژوهش: پژوهش حاضر با رویکردی کمّی و به شیوۀ توصیفی- پیمایشی انجام گرفت. نمونه 164 نفر از اعضای هیأت‌علمی تمام‌وقت بودند که با شیوۀ نمونه‌گیری تصادفی متناسب با حجم انتخاب شدند. ابزار گردآوری داده‌ها پرسش‌نامۀ 42 گویه‌ای اقتباس‌شده خارجی بود. مُدل تحلیل عاملی حاکی از پایایی و روایی مطلوب پرسش‌نامه بود.
یافته‌ها: مُدل تحلیل عاملی پرسش‌نامۀ حاکی از پایایی و روایی مطلوبی بود. نتایج آزمون همبستگی پیرسون نشان داد که متغیرهای جمعیت‌شناختی استادان با میزان شناخت، نگرش و رفتار اعضای هیأت‌علمی با دانشجویان غیرسنتی همبستگی نداشتند. اما بین سطح شناخت استادان از دانشجویان غیرسنتی با نگرش و رفتار نسبت به آنان همبستگی مثبت و معنی‌دار وجود داشت. یعنی، استادانی که شناخت بهتری از ویژگی‌های دانشجویان غیرسنتی داشتند نگرش مثبت‌تر و رفتار منعطف‌تری نیز با آنان داشتند. نتایج آزمون تی گویای آن بود که بیشتر استادان روش‌های تدریس خود را برای پاسخ‌گویی به نیازهای یادگیری دانشجویان متنوع تعدیل کرده‌اند.
نتیجه‌گیری: پژوهش حاضر از اشارات کاربردی مفیدی برخوردار بود. نخست اینکه یافته‌ها نوعی دوگانگی در تجربیات اعضای هیئت علمی با دانشجویان غیرسنتی را برجسته می‌سازد. در حالی‌که دانشجویان غیرسنتی غنای بیشتری به محیط کلاس می‌آورند، نیازهای آن‌ها استادان را ملزم‌به تغییر روش‌های سنتی آموزش می‌کند. این انعطاف‌پذیری، اگرچه مفید است اما می‌تواند برای استادانی که از حمایت کافی نهادی برخوردار نیستند، فشار ایجاد کنند دوّم، نتایج پژوهش بر اهمیت ترویج و افزایش برنامه‌های توسعۀ حرفه‌ای در زمینۀ یادگیری بزرگسالان و دانشجویان غیرسنتی تأکید دارد.
کلیدواژه‌ها

موضوعات


عنوان مقاله English

Generational Gap or Convergence of Experience? Faculty Members' ‘Knowledge, Attitudes, and Behavior’ Towards Non-Traditional Students

نویسندگان English

Sima Modaresgorji 1
Naser Shirbagi 2
Jamal Salimi 3
1 MA of Educational Management, Department of Education, University of Kurdistan, Sanandaj, Iran
2 Professor of Educational Management, Department of Education, University of Kurdistan, Sanandaj, Iran
3 Associate Professor of Curriculum Studies, Department of Education, University of Kurdistan, Sanandaj, Iran
چکیده English

Objective: The term "non-traditional students" generally refers to learners with specific socio-demographic characteristics who differ from traditional students in higher education. The increasing presence of non-traditional students in university classrooms presents unique challenges and opportunities. This research aimed to investigate the level of knowledge, attitudes, and behavior of faculty members at the University of Kurdistan towards non-traditional students.
Methods: The present study was conducted using a quantitative and descriptive-survey approach. The sample included 164 faculties selected through proportional stratified random sampling. Data were collected using a 42-item questionnaire. The factor analysis model of the questionnaire indicated desirable reliability and validity.
Results: The results showed that the demographic variables of professors were not correlated with the knowledge, attitudes, and behavior of faculties towards non-traditional students. However, there was a positive and significant correlation between faculties' knowledge about non-traditional students and their attitudes and behavior towards them. That is, faculties who had a better understanding of the characteristics of non-traditional students also had more positive attitudes and more flexible behavior towards them. The results indicated that most faculties have adjusted their teaching methods to respond to the diverse learning needs of students.
Conclusion: The findings highlight a duality in faculty members' experiences with non-traditional students. While non-traditional students bring more richness to the classroom environment, their needs require professors to change traditional teaching methods. This flexibility, while beneficial, can create pressure for professors who do not have sufficient institutional support. The results emphasize the importance of increasing professional development programs in the field of adult learning and non-traditional students

کلیدواژه‌ها English

Keywords: Non-Traditional Students
Adult Learners
Andragogy
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