معوقات استخدام التعليم الإلكتروني من وجهة نظر طالبات جامعة أم القرى بمكة المكرمة

المصدر:	مجلة التربية
الناشر:	جامعة الأزهر - كلية التربية
المؤلف الرئيسي:	مندورة، رقية عبداللطيف (مؤلف)
المجلد/العدد:	ع 146, ج 1
محكمة:	نعم
الدولة:	مصر
التاريخ الميلادي:	2011
التاريخ الهجري:	1432
الشهر:	نوفمبر / ذوالحجة
الصفحات:	457 - 484
ISSN:	1110-323X
رقم MD:	196536
نوع المحتوى:	بحوث ومقالات
قواعد المعلومات:	EduSearch
مواضيع:	هيئة التدريس \| جامعة أم القرى \| مكة المكرمة \| السعودية \| طالبات الجامعات \| التحصيل الدراسي \| طرق التدريس \| المهارات التدريسية \| التعليم الإلكتروني \| تكنولوجيا التعليم \| الوسائل التعليمية \| الحاسبات الإلكترونية \| الانترنت
رابط المحتوى:	PDF (صورة) PDF (نص) HTML

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المستخلص:	The current study aimed at examining the obstacles of using E-Learning as perceived by the female students of Om Elquora University, and knowing the impact of faculty and the experience of using the internet on these obstacles. The sample of this study consisted of 600 fernale senior students. A Questionnaire of 39 items was used to collect information. The results showed that all the items of the items of the Questionnaire were obstacles to E-Learning; there were statistically significant differences, attributed to faculty, on the obstacles related to University, on the academic obstacles, and on the obstacles related to the student and the tool, whereas there were no statistically significant differences on the obstacles regarding E-Learning attributed to faculty on all fields and the tool as a whole; there were aalso statistically significant differences on variable of the experience of the internet between much, middle, and little experienced people to the side of the less experienced people in the first and second fields and the tool as a whole; there were also statistically significant differences between people with much and little in the third field, and between people of middle and little experience in the fourth field. Some educational recommendations which contribute to improving E-Learning and to increase its effectiveness were offered.
ISSN:	1110-323X
البحث عن مساعدة:	763308 788450