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الرئيسية > The Effect of Blended Learning...>مارك

The Effect of Blended Learning on Saudi English Language Majors' Achievement in Methods of Teaching English Teaching Performance Attitude Towards E-Learning and the Teaching Profession

المصدر: دراسات في المناهج وطرق التدريس
الناشر: جامعة عين شمس - كلية التربية - الجمعية المصرية للمناهج وطرق التدريس
المؤلف الرئيسي: Zaza, Mona Salem Mahmoud (Author)
المجلد/العدد: ع191
محكمة: نعم
الدولة: مصر
التاريخ الميلادي: 2013
الشهر: يناير
الصفحات: 1 - 49
ISSN: 2535-213X
رقم MD: 714847
نوع المحتوى: بحوث ومقالات
قواعد المعلومات: EduSearch
مواضيع:
التعليم الإلكتروني | التعلم المدمج | تدريس اللغة الإنجليزية | التحصيل الدراسي
رابط المحتوى:
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LEADER 02564nam a22001937a 4500
001 0264673
044 |b مصر 
100 |a Zaza, Mona Salem Mahmoud  |e Author  |9 337761 
245 |a The Effect of Blended Learning on Saudi English Language Majors' Achievement in Methods of Teaching English Teaching Performance Attitude Towards E-Learning and the Teaching Profession 
260 |b جامعة عين شمس - كلية التربية - الجمعية المصرية للمناهج وطرق التدريس  |c 2013  |g يناير 
300 |a 1 - 49 
336 |a بحوث ومقالات 
520 |b This study investigated the effect of using blended learning in the "Methods of leaching English” Course at Dhahran Al-Janoub College of Education, King Khaled University, Kingdom of Saudi Arabia on developing student-teachers' achievement, teaching performance, attitude towards the teaching profession, and attitude towards E-learning. The study used a quasi- experimental design where the experimental group was taught using the blended learning model. The Blackboard 9.1 Learning Management System (LMS) was used for posting announcements, course description, lectures, online resources, videos, handouts, worksheets, assignments, discussion boards and c-tests. Twenty five percent of the lectures were taught online using Elluminate Live virtual classroom which is accompanying the Blackboard LMS. Seventy five percent of the lectures were taught face -to- face in classrooms. The control group was taught using the traditional face-to-face model only with no access to the Blackboard LMS. Results of the study indicated that there were statistically significant differences between the mean scores of the experimental group and the control group at the 0.01 level in favor of the experimental group in both achievement in the “Methods of teaching English’" Course and in the teaching performance. However, no significant differences were found between the two groups in their attitude towards the teaching profession or the attitude towards E-learning. 
653 |a التعليم الإلكتروني  |a التعلم المدمج  |a تدريس اللغة الإنجليزية  |a التحصيل الدراسي 
773 |4 التربية والتعليم  |6 Education & Educational Research  |c 003  |e Curriclum & Instruction  |f Mağallaẗ dirāsāt fi al-manāhiğ wa ṭuruq al-tadrīs  |l 191  |m ع191  |o 0073  |s دراسات في المناهج وطرق التدريس  |v 000  |x 2535-213X 
856 |u 0073-000-191-003.pdf 
930 |d y  |p y  |q y 
995 |a EduSearch 
999 |c 714847  |d 714847 

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