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|f The importance of e-learning as modern technology in the learning process contributes to solving many educational problems. It is one of the positive ways that help the learner to interact continuously, provide learning at any time and anywhere, and provide various sources of education, and help students in self-reliance compared to traditional learning. In the field of media, e-learning allows learning and applying media concepts practically and not only through memorization and dictating, in addition to creating educational environments that help learners develop communication and problem-solving skills. Trends towards e-learning are one of the basic skills that the learner must acquire in order to keep pace with technological developments that have been introduced and integrated into the various stages of the university and pre-university learning. Since the researcher taught an electronic course for several years, and through her experience, she noticed a great acceptance by a large percentage of students towards teaching using this method, while fewer students preferred the traditional method. Therefore, the study problem was "to understand the trends of university students of media towards both e-learning and traditional learning," within the framework of the theory of constructive learning to come up with indicators on students' trends towards e-learning and to identify factors that can cause negative trends or represent an obstacle to e-learning in an effort to overcome these obstacles. This falls in the interest of the learning process through the possibility of changing negative trends and promoting positivity towards that type of learning if there is an intention to apply it on a large scale. The study relied on the survey method, and a set of assumptions have been developed that achieve the study purposes. The study was conducted on a deliberate sample of those who studied one or more e-courses and comprised 300 male and female students from Cairo, Benha, and Alexandria universities with different grades. The survey sheet is designed to include a set of questions that meet the study's objectives and a scale consisting of a set of positive and negative statements to measure students' trends towards both e-learning and traditional learning. Post application of the survey sheet, data downloading and processing it statistically, and verifying the study hypotheses, the researcher reached a set of results, the most important of which are: 1. Most respondents benefited from studying one or more electronic courses "significantly" at (64%), as opposed to (36%) who stated that they "benefited to some extent." This result emphasizes the importance of e-learning and its usefulness from the students' point of view, which is consistent with the results of many previous studies. According to the respondents, the top reason for benefiting from the e-course was (simplification of the information and its clarity), and the second reason was (benefiting from the application of the course). The other reasons came in similar proportions and include (helping to think in a scientific way), (increasing the desire for self-learning), (and helping to understand in a better way), which is consistent with the results of many previous studies and conforms the objectives of learning through the technological environment under the constructive theory. These objectives are to present the learning task in a viable context, providing opportunities for learners to build knowledge in a collaborative manner based on multiple perspectives through discussion and reflection, providing opportunities for learners to clarify and modify their thinking to ensure an accurate knowledge structure, and creating opportunities for teachers to facilitate student knowledge building. 2. Most respondents stated that they sense the pleasure of learning while studying one or more e-courses. The test application found a relationship between the respondents' sense of pleasure of learning and the university to which they belong as the percentage of students who stressed this feeling declined among Benha University students, which may be due to difficulties related to the learning process there. 3. About two-thirds of the respondents face difficulties while dealing with e-course (yes 53%, to some extent 14%), compared to (33%) who did not experience any difficulties in dealing with e-course. The results did not show a significant relationship between difficulties in dealing with the e-course and the type of university. This indicates that the existence of difficulties in dealing with e-courses is a natural and common problem faced by a number of students studying e-courses in general, although the percentage of the types of difficulties referred to by the scholars varies according to the university. These difficulties included Internet outages, difficulties in dealing with the electronic course in general, difficulties in handling applications, and the small number of computers in the laboratory. 4. The proportion of researchers who prefer e-books is close to the proportion of those who prefer traditional books (49.7% versus 42%). The application of the Chi-squared test did not result in a significant correlation between the preference for electronic or traditional books and the type of university. This suggests that although a large percentage of students generally prefer the e-book, the traditional book is still popular. The top reasons for preferring e-book include that it (allows freedom of thought and creativity) and (is based on understanding, not dictating), and in the last place (it is attractive and interesting) reasonably. The foremost reasons for preferring traditional books include (because it guarantees the existence of many applications), (because I prefer the method of writing and lecture), and in the last place (because I prefer education using the method of the printed book). 5. (Practical Applications) as a system of evaluation ranked on top and (workshops) as a method of teaching also ranked on top. This indicates the desire of the greater percentage of students to learn in a different way that depends on understanding away from rote learning and unidirectional instruction. The predominant percentage of students believe that (practical applications) and (workshops) can be better applied through the e-learning system. The predominant respondents believe that interaction with the course professor is greater through the electronic system than traditional (56% versus 42.7%). 6. The proposal (improving Internet services for students) ranked first among the proposals of the study respondents to improve the e-learning system and (providing adequate computers in the laboratory) ranked second, while (providing training courses for students) and a number of other proposals such as (proper development of e-course), (renewing practical applications of the course continuously), and (providing training courses for lecturers) ranked third. It is noted that these proposals made sense with the difficulties that most respondents had mentioned during their study of the e-course. 7. Student responses to trend scale phrases — which have gained advanced positions — towards both e-learning and traditional learning have revealed positive trends towards e-learning. They are largely reflected in agreeing to the positive phrases of the scale associated with the e-course, teaching in-charge, and at the same time agreeing to negative phrases associated with traditional learning. 8. The statistical analysis results revealed a statistically significant positive correlation between students' benefitting from e-courses and their trends towards e-learning. This result makes sense as factors of benefit and success create a positive sense towards that kind of learning. 9. The analysis results showed significant differences between the sample groups in terms of students' trends towards the preference of e-learning from traditional learning and the type of study sample (male-female) in favor of females. The analysis results also indicated that there are significant differences between the average student trends towards the preference of e-learning from traditional learning, depending on the grade obtained by students in favor of the higher grade. The analysis also resulted in significant differences between sample groups in terms of students' trends towards the preference of e-learning over traditional learning in favor of masters students of e-course, which can be explained by the fact that e-masters students are sure to have studied many e-courses and then they had been given the opportunity to see what advantages they had sensed by studying it, and thus they had positive trends towards it. 10. The statistical analysis resulted in the non-existence of a significant correlation between trends towards e-learning and the existence of obstacles in the use of the e-learning system during the study of e-courses. Although the study results showed that about two-thirds of the respondents face difficulties in dealing with the e-course (yes 53%, to a certain extent 14%); however, the trend measure prepared by the researcher revealed positive trends among a large proportion of respondents towards e-learning, which confirms the mistake of the assumption that there is a significant correlation between trends towards e-learning and existence of obstacles in the use of the e-learning system during the e-courses study. This finding differs from the results of some previous studies, which confirmed a correlation between trends towards e-learning and the existence of obstacles in using the e-learning system. This abstract was translated by Dar AlMandumah Inc. 2018
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