تفاعل نمطين للتقويم (الأقران الذاتي)‎ في استراتيجية مهام الويب مع أسلوب التعلم المفضل (النشط التأملي التنظيري)‎ و أثره في تنمية مهارات تصميم الخطة البحثية لطلبة الماجستير في تكنولوجيا التعليم و الوعي بالتفكير ما وراء المعرفي لديهم

الملخص EN

The current study aimed at investigating the proposal writing skills and levels of metacognitive awareness thereof amongst students applying for MA degree in educational technology at the Faculty of Education, Sohag University.

More specifically, the study aimed at investigating the interaction, if any, between two assessment techniques (self-assessment vs peer assessment) employed within a WebQuest strategy and MA applicants' preferred learning styles (active, reflective, and theorist) during research proposal writing tasks.

The ultimate objective was to promote the study participants' research proposal writing skills as well as their metacognitive awareness thereof.

Participants of the study involved all those applying for the MA degree in Educational Technology at Sohag Faculty of Education (N= 34) in April, 2017.

Based on their preferred learning styles, they were divided into three subgroups (active, reflective, and theorist), each of which was further divided into two small groups utilizing either self-assessment or peer-assessment techniques.

Three research instruments were used including the Research Proposal Quality Indices & Criteria (prepared by the researcher), the Learning Styles Questionnaire (Honey & Mumford), and the Metacognitive Awareness Inventory (Schraw & Dennison).

The latter two were translated into Arabic and statistically revalidated by the researcher.

Further, the researcher developed a training program on research proposal writing based on phases and processes of Aljazzar's Model of designing E-learning environments (3rd Edition).

Results of the study supported the first two hypotheses as the mean score of the study sample on the pre-assessment of their research proposal writing skills was low (151.88 out of 546) and so was their mean score on the pre-assessment of their metacognitive awareness with its different subcomponents (133.15 out of 260).

Nevertheless, results of the study did not support the third hypothesis and thus the alternative hypothesis was accepted showing a statistically significant difference (P≤.05) between participants' mean scores on self-assessment versus peer-assessment, favoring self-assessment performance.

Similarly, a statistically significant difference existed among the participants' mean scores on preferred leaning styles (active, reflective, and theorist) favoring those with active learning preferences.

As well, results of the study did not support the fourth hypothesis as there was a statistically significant impact of the participants' preferred learning style (active, reflective, theorist) in the post-assessment of their metacognitive awareness.

Nevertheless, there was no statistically significant impact of the assessment techniques (self vs.

peer) nor was there any statistically significant interaction effect between the participants' assessment techniques and their preferred learning styles in the post-assessment of their metacognitive awareness.

Recommendations of the study included adopting WebQuest in teaching educational technology courses, training faculty members in designing e-learning environments and managing these via different educational platforms.

As well, it is recommended that workshops be organized for both faculty and students to help them acquire requisite skills for effective instructional designs and the development of digital educational resources and adaptive learning environments.