Using an ADDIE Model - Based Program Integrating Multi-Media Principles for Developing EFL Graduate Students' Creation of Learning Assets and Professional Teaching Competencies
| المصدر: | مجلة البحوث في مجالات التربية النوعية |
|---|---|
| الناشر: | جامعة المنيا - كلية التربية النوعية |
| المؤلف الرئيسي: | Mohammed, Dalia Ali Maher Abbass (Author) |
| المجلد/العدد: | ع52 |
| محكمة: | نعم |
| الدولة: |
مصر |
| التاريخ الميلادي: |
2024
|
| الشهر: | مايو |
| الصفحات: | 285 - 339 |
| ISSN: |
1687-3424 |
| رقم MD: | 1511079 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
ADDIE Model | Multimedia Principles | Instructional Course Design | Learning Assets | Professional Teaching Competencies
|
| رابط المحتوى: |
عدد مرات التحميل
10
| المستخلص: |
The present study was conducted to investigate the impact of using an ADDIE model-based program integrating multi-media principles for developing EFL graduate students' creation of learning assets and professional teaching competencies. The study utilized the quasi-experimental research method (pretest-posttest non-treatment group design). Forty participants enrolled in the general diploma at the Faculty of Education, Minia University were randomly assigned to two intact groups: a treatment group (n=20) and a non-treatment group (n=20). The participants in the treatment group were trained and instructed using an ADDIE model-based program that integrated multi-media principles designed by the researcher whereas their counterparts in the non treatment group did not receive such training as they received regular instruction. Instruments of the study included a needs analysis survey of learning gaps, a video script template, video script scoring checklist and an inventory of professional teaching competencies. The findings revealed that the participants in the treatment group significantly surpassed their counterparts in the non-treatment group in the post-performance on the video script scoring checklist and the inventory of professional teaching competencies. Suggestions for further research and recommendations were also presented. |
|---|---|
| ISSN: |
1687-3424 |
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