تأثیر یادگیری ترکیبی بر پیشرفت دانش‌آموزان عراقی در دوره‌های ادبیات انگلیسی و نگرش آنها نسبت به آن

نوع مقاله : مقاله پژوهشی

چکیده

با ظهور تکنولوژی، یادگیری ترکیبی (همچنین به عنوان یادگیری ترکیبی شناخته می شود)، به عنوان یک رویکرد به یادگیری به ویژگی مشترک آموزش در سراسر جهان تبدیل شده است. با توجه به اهمیت نگرش فراگیران نسبت به محیط های یادگیری، در این پژوهش سعی شد تأثیر الگوی یادگیری ترکیبی بر پیشرفت دانش آموزان عراقی در دوره ادبیات انگلیسی و نیز نگرش آنها نسبت به یادگیری ترکیبی بررسی شود. در انجام این کار، تعداد کل 50 شرکت کننده در مقطع کارشناسی ادبیات انگلیسی در این مطالعه شرکت کردند. شرکت کنندگان پس از تایید همگنی آنها با استفاده از آزمون تعیین محل آکسفورد تحت یک پیش آزمون و یک پس آزمون قرار گرفتند. در مرحله بعد، با دانش آموزان مصاحبه شد تا به محققین کمک شود تا درک عمیق تری از دیدگاه یادگیرندگان در مورد یادگیری ترکیبی به دست آورند. نتایج تحلیل اندازه‌گیری‌های مکرر نشان داد که یادگیری ترکیبی می‌تواند دانش ادبی زبان‌آموزان زبان انگلیسی را به‌ویژه در ژانرهای داستان کوتاه و درام بهبود بخشد. علاوه بر این، مشخص شد که فراگیران نگرش مثبتی نسبت به این روش یادگیری دارند، زیرا آنها آن را شکل جدیدی از یادگیری می‌دانستند که می‌تواند انگیزه آنها را افزایش دهد، مشارکت آنها را بهبود بخشد و فرصتی برای یادگیرنده‌های خودمختار فراهم کند. این یافته ها مورد بحث قرار گرفته و نتایج به دست آمده از نتایج ارائه شده است.
 

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