چکیده:
The present research was conducted in 2016 to investigate the effectiveness of social media-based blended learning on the academic self-regulation of female high school students in Karaj. The current study is a quasi-experimental study with a pre-test/post-test design and a control group. The statistical population of the research was all female high school students in Karaj, and the study sample was selected using a multi-stage cluster sampling method into two groups: experimental (20 people) and control (20 people). During the 8 weeks, the experimental group used social networks alongside traditional instructional content provided for the experimental classes. Data collection was carried out based on the standard self-regulation questionnaire by Zimmerman and Martins-Pons (1986). The analysis of the information obtained from the implementation of the questionnaires was performed through SPSS20 software in two parts: descriptive and inferential (repeated measures ANOVA). The analysis results showed that after the training, a significant difference in academic self-regulation was created compared to the control group. The experimental group maintained their superiority two months after the training. The research results indicate the positive impact of using social media-based blended learning on academic self-regulation.
خلاصه ماشینی:
The research results indicate the positive effect of using social network-based blended learning on academic self-regulation.
1 -Zofen 2 -Arsal one to ignore the use of social networks in education as one of the important and effective tools in accelerating and facilitating blended learning.
Alongside the entertainment aspect, social networks are used for accessing and disseminating information related to learning (Tonta 1, 2009) and their use toward achieving educational goals has been studied in detail (Isik 2, 2013).
Each of the groups was tested in three stages (pre-test, post-test, and follow-up test) based on the self-regulation test so that, based on the obtained measures, the effectiveness of blended learning based on social networks could be judged.
The scope of these studies has extended to 1 -Boon, & Sinclair areas that Mazman and Usluel 1 (2010) showed, by presenting a structural model, how a social network can be used for educational purposes.
The present research was also conducted to investigate the effect of using social networks on increasing the academic self-regulation of female high school students in Karaj.
Ellison & et al showed that they increased students' interest in the teaching process through these social networks: 1) connection with schools and students around the world 2) day and night communication with the relevant teacher 3) continuous virtual interaction with friends and classmates 4) dynamic participation of families in education 5) the possibility of freely expressing ideas and opinions by the student.
(
, 
, 
)
