طراحی مدل عِلّی عوامل موثر بر انتقال یادگیری الکترونیک ادراک شده در بین کارکنان شرکت های توزیع نیروی برق جنوب و جنوب غرب کشور

نوع مقاله : مقاله پژوهشی

نویسندگان

• مهدی فروزان فر ¹
• محمد حسن صیف ²
• محمد رضا سرمدی ³
• سعید طالبی ⁴

¹ دانشجو دکتری برنامه ریزی آموزش از راه دور، دانشگاه پیام نور، تهران، ایران و مدیر دفتر توسعه مدیریت شرکت توزیع برق شیراز

² دانشیار، دانشکده روانشناسی و علوم تربیتی، دانشگاه پیام نور ، تهران، ایران

³ استاد، دانشکده روانشناسی و علوم تربیتی، دانشگاه پیام نور ، تهران، ایران

⁴ استادیار، دانشکده روانشناسی و علوم تربیتی، دانشگاه پیام نور ، تهران، ایران

10.30495/jedu.2022.25352.5104

چکیده

مقدمه و هدف: در سال های اخیر انتقال یادگیری به محیط کار به عنوان معیار مهم موفقیت در دوره های آموزشی مطرح شده است. هدف پژوهش حاضر، طراحی مدل عِلّی عوامل موثر بر انتقال یادگیری الکترونیک ادراک شده در بین کارکنان شرکت های توزیع نیروی برق جنوب و جنوب غرب کشور بوده است.
روش شناسی پژوهش: این پژوهش از لحاظ هدف تحقیق کاربردی و از لحاظ روش تحقیق از نوع توصیفی-پیمایشی و از نوع همبستگی با تاکید بر معادلات ساختاری بوده است. جامعه آماری پژوهش شامل همه کارکنان شرکت های توزیع نیروی برق جنوب و جنوب غرب کشور 1400 نفر بوده است که از این تعداد با استفاده از روش نمونه گیری تصادفی خوشه ای چندمرحله ای 384 نفر به عنوان حجم نمونه در نظر گرفته شد. جمع­آوری داده­ها بر اساس پرسشنامه های فرهنگ یادگیری سازمانی(مارسیک و واتکینز،2003)، سیستم انتقال یادگیری(هالتون و بیتس،2000)، سهولت انتقال ادراک شده(هسوولو،2004)، هنجارذهنی آژان و هارتشورن(2008)، قصد انتقال (سامی نتو،2009)، جذب شناختی(اگاروال و کاراهانا،2000)، لذت انتقال ادراک شده(ناسورا و وسلو، 2012) و سودمندی انتقال ادراک شده(کیم و دیگران،2007) انجام شد. تجزیه و تحلیل داده­ها به کمک نرم­افزارهای SPSS ،LISREL صورت پذیرفت.
یافته­ ها: نتایج پژوهش نشان داد: که مدل ارائه شده برازش مناسبی برخودار بوده و قابلیت تعمیم به جامعه پژوهش را دارد و همه مولفه های مدل ارائه شده از نظر آماری معنادار هستند. هم چنین همه ی فرضیات تحقیق مورد تائید قرار گرفتند و در مدل ارائه شده، ۴۹/0 درصد از واریانس انتقال یادگیری ادراک شده توسط متغیرهای پژوهش تبیین می شود. بیشترین میزان واریانس تبیین شده در این مدل مربوط به انتقال یادگیری ادراک شده (۵۰ درصد) و کمترین  میزان واریانس تبیین شده در مدل کلی مربوط به انگیزه انتقال( 13 درصد) است.
بحث و نتیجه­ گیری: ارائه مدلی از انتقال یادگیری الکترونیک می تواند فراگیران را با فضای مشارکت و تعامل در محل کار آشتی دهد و راهگشای بسیاری از مسائل و مشکلات ناشی از آموزش الکترونیک کارکنان صنعت برق باشد.

کلیدواژه‌ها

• "انتقال یادگیری"
• "یادگیری الکترونیک ادراک شده"
• "انگیزه انتقال
• "سهولت انتقال ادراک شده"

20.1001.1.20086369.1400.12.6.4.0

---

عنوان مقاله [English]

design a causal model of factors affecting the transmission of perceived e-learning among employees of power distribution companies in the south and southwest of the country

نویسندگان [English]

• mehdi forouzanfar ¹
• mohammad hasan seyf ²
• mohammad reza sarmadi ³
• saeed talebi ⁴

¹ PhD Student in Distance Education Planning, Payame Noor University, Tehran, Iran & Director of Management Development Office of Shiraz Electricity Distribution Company

² Associate Professor, Faculty of Psychology and Educational Sciences, Payame Noor University, Tehran, Iran

³ Professor, Faculty of Psychology and Educational Sciences, Payame Noor University, Tehran, Iran

⁴ Assistant Professor, Faculty of Psychology and Educational Sciences, Payame Noor University, Tehran, Iran

چکیده [English]

Introduction: In recent years, the transfer of learning to the workplace has been proposed as an important measure of success in training courses. The aim of this study was to design a causal model of factors affecting the transmission of perceived e-learning among employees of power distribution companies in the south and southwest of the country.
research methodology: This research was applied in terms of the purpose of research and descriptive-survey in terms of research method and correlational with emphasis on structural equations. The statistical population of the study included all employees of power distribution companies in the south and southwest of the country was 1400 people, of which 384 people were considered as a sample size using multi-stage cluster random sampling method. Based on Organizational Learning Culture Questionnaires (Marsik and Watkins, 2003), Learning Transfer System (Halton and Bates, 2000), Perceived Transfer Ease (Hasvolo, 2004), Ajan and Hartshorn (2008), Intention to Transfer (Sami Neto), 2009), cognitive absorption (Agarwal and Karahana, 2000), perceived transfer pleasure (Nasura and Weslow, 2012) and perceived transfer utility (Kim et al., 2007). Data analysis was performed using SPSS and LISREL software.
Findings:
The results showed that the proposed model has a good fit and can be generalized to the research community and all components of the proposed model are statistically significant. Also, all research hypotheses were confirmed and in the proposed model, 0.49% of the variance of perceived learning transfer is explained by research variables.
Conclusion:
The highest amount of variance explained in this model is related to the transfer of perceived learning (50%) and the lowest amount of variance explained in the general model is related to the transfer motivation (13%).

کلیدواژه‌ها [English]

• Learning transfer
• perceived e-learning
• Power distribution

مراجع

1. Agarwal, R. & Karahanna, E.(2000)."Time Flies When You're Having Fun:Cognitive Absorption and Beliefs about Information Technology Usage". MIS Quarterly, 24(4), 665-694.
2. Al-Hujran, O., Al-Lozi, E., & Al-Debei, M.M. (2014) Get Ready to Mobile Learning: Examining Factors Affecting College Students' Behavioral Intentions to Use M- Learning in Saudi Arabia. Jordan Journal of Business Administration, 10(1): 111-128.
3. Ataei, p., Sadeghi, H., Chizari, M., & Abasi., M.(2020) Discriminant analysis of the participated farmers’ characteristics in the conservation agriculture project based on the learning transfer system. Environment, Development and Sustainability. https://doi.org/10.1007/s10668-019-00580-5.
4. Alalwan, A. A., Baabdullah, A.M., Rana, N.P., Tamilmani, K., & Dwivedi, Y. K. (2018(.Examining adoption of mobile internet in Saudi Arabia: Extending TAM with perceived enjoyment, innovativeness and trust. Technology in Societ. doi:10.1016/j.techsoc.2018.06.007.
5. Aguinis, H., & Kraiger, K. (2009). Benefits of training and development for individuals and teams, organizations, and society. Annual Review of Psychology, 60, 451–474.
6. Baldwin, T.T., & Ford, J.K.(1988). Transfer of training: A review and directions for future research. Personnel Psychology, 41,63–105.
7. Blume, B. D., Ford, J. K., Baldwin, T. T., & Huang, J. L. (2010). Transfer of training: A metaanalytic review. Journal of Management, 36, 1065-1105.
8. Brinkerhoff, R.O. & Gill, S.J. (1994) The learning alliance: Systems thinking in human resource development, San Francisco, CA: Jossey-Bass.
9. Cave, K.A.(2019). work-life balance Training Intervention:Motivating Training Transfer. Department of Psychology,Colorado State University.
10. Choi, H. J., & Park, J. (2014), The Relationship between Learning Transfer Climates and Innovation in Public and Private Organizations in Korea. International Journal of Manpower,35(7), 956-972.
11. Chuang, A., Liao, W.C., & and Tai, W.T. (2005), “An investigation of individual and contextual factors influencing training motivation and learning”, Social Behavior and Personality,Vol. 33, pp. 159-74.
12. Esmaeli Kennedy, Ameneh; Taheri, Morteza; Younesi, Jalil & Abbaspour, Abbas (2014). The role of individual and environmental characteristics in the transfer of learning of sixth grade primary school teachers. Allameh Tabatabai University, Faculty of Psychology and Educational Sciences.
13. Izuagbea, R., Ifijeha, G., Izuagbe-Rolandb, E.I., Rebecca Olawoyina,O., & Osamenfa Ogiamienc, L.(2019). Determinants of perceived usefulness of social media in university libraries:Subjective norm, image and voluntariness as indicators. The Journal of Academic Librarianship 45 (2019) 394–405.
14. Lee Fagan, Sh. (2017). Trainees’ Perceptions on Supervisor Factors That Influence Transfer of Training. Walden University
15. Lin, H. (2009). "Examination of Cognitive Absorption Influencing the Intention to Use a Virtual Community". Behaviour and Information Technology. 28(5), 421-431.
16. Min Ma, Ch., Min Chao, Ch., & Cheng, B.W.(2013).Integrating Technology Acceptance Model and Task-technology fit into Blended E learning System. Journal of Applied Sciences, 13, 736-742.
17. Mubuke, F., Ogenmungu, C., &  Mayoka, G.(2017).The ability to access perceived pleasure and its effect on the intention to use the mobile learning system.
18. Muthoni, A., & Miiro, R.F. (2017). What influences transfer of training in an African agricultural research network? The Journal of Agricultural Education and Extension, 23(1), 23–37. https ://doi.org/10.1080/13892 24X.2016.12075 50.
19. Nedeva,V., Dineva, S.(2013).Design and Development of Efficient E-learning Courses. https://www.researchgate.net/publication/309487577.
20. Rajabi, M., Soltani, H. (2018). Prioritize key factors in the success of e-learning with an approachCFA / AHP at the Faculty of Electronic Education, Shiraz University, New approaches in educational management , 10(2), pp237-265. (in Persian(
21. Robson, F., & Mavin, Sh. (2014), Evaluating Training and Development in UK Universities: Staff Perceptions. European Journal of Training and Development,38(6),555-569.
22. Rowold, J.(2007), “Individual influences on knowledge acquisition in a call center training context in Germany”, International Journal of Training and Development, Vol. 11,pp. 21-34.
23. Salas, E., Tannenbaum, S.I., Kraiger, K., & Smith-Jentsch, K.A.(2012). The science of training and development in organizations: What matters in practice. Psychological Science in the Public Interest, 13(2), 74-101.
24. Shvindt, A,. Nikanorov, I.(2017).Mechanisms for credit transfer of e-learning results within the framework of educational programs of higher education.Matec Web of Conferences 141, 01055. DOI: 10.1051/matecconf/201714101055
25. Seyf, M.H.(2018). The Relations Causal Model of Cognitive Absorption Components and Perceived Learning: The Mediating Role Cognitive Engagement and Perceived Ease of Use and Perceived Usefulness.Social CognitioVol.7, No. 2, (Series 14). .[in Persian]
26. Sseguya, H., Bekunda, M., Muthoni, F., Flavian, F., & Masigo, J.(2018). Training transfer for sustainable agricultural intensification in Tanzania: Critical considerations for scaling-up. Journal of Agricultural Science and Technology, 20(4), 661–671.
27. Siang, J.J.(2015). Students Perspective of learning Management System: An Empirical Evidence of Technology Acceptance Model in Energing Countries. Journal of Art, Science & Commerce.
28. Tuna, J.R,. Manoppo C.T.M,. Kaparang, D.R., & Mewengkang, A.(2018)  E-Learning Development Process for Operating System Course in Vocational School. IOP Conf. Series: Materials Science and Engineering 306 (2018) 012068 doi:10.1088/1757-899X/306/1/012068.
29. Valacich, J.S., Wang, X., & Jessup, L.M.(2018). Did I buy the wrong gadget? How the evaluability of technology features influences technology preferences and subsequent product choice. MIS Quarterly, 42(2), 633-A613. doi:10.25300/MISQ/2018/12847
30. Weldy, T.G.(2009). Learning organization and transfer: strategies for improving performance. The Learning Organization, 16(1), 58 – 68.
31. Wenzel, R., & Cordery, J.(2014), Training Transfer Research: A Manager’s Guide and Bibliography. Australian Institute of Management-Western Australia.
32. Yilmaz, Emine(2010). Comparison of the Theory of Reasoned Action and the Theory of Planned Behavior: An Application on Accountants’ Information Technology Usage.African journal of business managem