تفاعلية طلاب الإعلام التربوي في مواجهة الأخبار الزائفة بمواقع التواصل الاجتماعي وعلاقتها بمهارات التربية الإعلامية الرقمية لديهم

نوع المستند : المقالة الأصلية

المؤلف

قسم الاعلام التربوي _كلية التربية النوعية _جامعة بورسعيد

المستخلص

هدفت الدراسة إلى الكشف عن تفاعلية طلاب الإعلام التربوي في مواجهة الأخبار الزائفة بمواقع التواصل الاجتماعي وعلاقتها بمهارات التربية الإعلامية الرقمية لديهم، طُبقت الدراسة على عينة عشوائية قوامها (400) طالب وطالبة من طلاب الإعلام التربوي بكليات التربية النوعية بجامعات (بورسعيد، القاهرة، عين شمس، المنصورة) من طلاب الفرق الأربعة، استخدمت الدراسة الاستبانة كأداة من أدوات جمع البيانات، وتُعد هذه من الدراسات الوصفية التي تعتمد على المنهج المسحي، وتوصلت الدراسة إلى عده نتائج؛ من أهمها:
- أن نسبة (65.2%) من أفراد العينة يتعرضون لمواقع التواصل الاجتماعي أحيانًا، بينما نسبة (31.8%) منهم يتعرضون لها دائمًا، وأخيرًا نسبة (3%) منهم لا يتعرضون لها.
- أن أكثر العبارات التي تمثل معرفة المبحوثين بالأخبار الزائفة بمواقع التواصل الاجتماعي جاءت كالتالي: حصلت عبارة "ليس كل الأخبار الزائفة كاذبة بالكامل فقد يكون بها أجزاء صحيحة وأخرى كاذبة"، تليها عبارة "الأخبار الزائفة دائمًا سلبية".
- أن أهم  الأنشطة التفاعلية في مواجهة الأخبار الزائفة على مواقع التواصل الاجتماعي جاء البحث عن معلومات ذات صلة بالأخبار على محركات البحث في المقدمة، ثم قراءة الخبر الزائف فقط.
- نجد أن أكثر العبارت في بُعد مهارة الوصول للمحتوى والتي جاءت في الصدارة عبارة "أستطيع تصفح مواقع التواصل الاجتماعي" بوزن نسبي (18)، بينما جاءت أكثر العبارات في بُعد مهارة تحليل المحتوى عبارة "أستطيع استنتاج توجهات مواقع التواصل الإجتماعي من واقع الأخبار المنشورة بها" في الصدارة بوزن نسبي (18.4)، ونجد أن أكثر العبارات والتي جاءت في الصدارة في بُعد تقييم المحتوى هي عبارة "أمتلك القدرة على التمييز بين الأخبار الحقيقية وغير الحقيقية عبر مواقع التواصل الاجتماعي" بوزن نسبي (18.5)، بينما جاءت  أكثر العبارات في الصدارة في بُعد إنتاج المحتوى عبارة "أستطيع نشر أي أخبار عبر مواقع التواصل الاجتماعي مهما كانت نوعيتها" بوزن نسبي (18.4).
- توجد فروق ذات دلالة إحصائية بين تفاعلية طلاب الإعلام التربوي في مواجهة الأخبار الزائفة بمواقع التواصل الاجتماعي وفقًا للفرقة الدراسية، والمستوى الاقتصادي الاجتماعي.
- توجد فروق ذات دلالة إحصائية في توافر مهارات التربية الإعلامية الرقمية لدى طلاب الإعلام التربوي تبعًا للفرقة الدراسية.
- توجد فروق ذات دلالة إحصائية بين طلاب الإعلام التربوي في مستوى التفاعلية في مواجهة الأخبار الزائفة وفقًا لكثافة استخدامهم لمواقع التواصل الاجتماعي.
- توجد علاقة ارتباطية ذات دلالة إحصائية بين تفاعلية طلاب الإعلام التربوي في مواجهة الأخبار الزائفة بمواقع التواصل الاجتماعي ومهارات التربية الإعلامية الرقمية لديهم.

الكلمات الرئيسية

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