Virtual Class Style "Synchronous / Asynchronous" and its Effectiveness in Developing Learning Engagement Skills among Instructional Technology Students
| المصدر: | مجلة البحوث في مجالات التربية النوعية |
|---|---|
| الناشر: | جامعة المنيا - كلية التربية النوعية |
| المؤلف الرئيسي: | Muhammed, Nahla Ibraheem (Author) |
| مؤلفين آخرين: | Amin, Zainab Mohamed (Co-Author) , Nasr, Adham Kamel (Co-Author) |
| المجلد/العدد: | ع45 |
| محكمة: | نعم |
| الدولة: |
مصر |
| التاريخ الميلادي: |
2023
|
| الشهر: | مارس |
| الصفحات: | 1181 - 1210 |
| ISSN: |
1687-3424 |
| رقم MD: | 1431206 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Virtual Classroom | Synchronous Style | Asynchronous Style | Learning Engagement Skills
|
| رابط المحتوى: |
| المستخلص: |
The current research aims to develop the skills of engaging in learning among students of Instructional technology by revealing a pattern of the virtual classroom (synchronous / asynchronous) in that, Follow up on the use of technological innovations in the teaching and learning process. The research sample consisted of three experimental groups of fourth year students, Department of Instructional Technology, Faculty of Specific Education, Minia University. The research variables also included the independent variable in virtual classrooms with different Style (synchronous / asynchronous / synchronous and asynchronous), while the dependent variable represented the learning engagement skills of students of Instructional Technology, Faculty of Specific Education, Minia University, and the research group consisted of band Students fourth, department of Instructional Technology, Faculty of Specific Education, Minia University, consisting of (99) male and female students, who were divided into three experimental groups that used the virtual classroom according to the following (synchronous / asynchronous / synchronous and asynchronous). Results of the research concluded that members of the virtual class style group, which used simultaneous communication, outperformed others in the skills of engaging in learning. therefore, the most important recommendations of research came to use the simultaneous style in other variables such as enhancing the motivation of academic achievement among learners. |
|---|---|
| ISSN: |
1687-3424 |
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