مدى تطبيق معايير تصميم التعليم في المقررات الجامعية الإلكترونية وفق نموذج ADDIE MODEL من وجهة نظر أعضاء هيئة التدريس بجامعة تبوك

الملخص EN

The researcher aimed in this study at knowing the standards of university courses according to the (ADDIE) model from the point of view of the faculty members at the university through developing a list of teaching design standards related to the quality of electronic courses offered online.

The study followed the descriptive method.

The study sample was consisted of (200) a faculty member from the faculty of (13) at the university, for the academic year (2021).

The questionnaire was developed as a tool for measuring the standards of electronic courses, and it was consisted of (65) items divided into five main areas.

For the purpose of statistical analysis, arithmetic means and standard deviations were used.

The reliability of the scale was calculated using the split-half method that was (0.85), the "t" test to find out the direction of the differences, and the Cronbach's coefficient (alpha) for measuring the reliability of the study tool that was (0.94).

The results of the study revealed that there are high standards of educational design in the university courses according to the ADDIE model from the point of view of the faculty members.

There are no statistically significant differences among the means of the responses of the study sample regarding the total score according to the gender variable.

The results indicate the convergence of the study sample responses, despite the difference of gender, in the level of the scores of the faculty members towards the design of education in the university courses according to the ADDIE model.

There are no statistically significant differences among the means of the responses of the study sample regarding the total score according to the variable of academic rank.

The results indicate the convergence of the study sample responses, despite their different academic ranks, in the level of the scores of the faculty members towards the design of education in the university courses according to the ADDIE model.

There are statistically significant differences between the means of the study sample responses regarding the total score according to the variable of scientific specialization.

The results indicate the difference in the responses of the study sample, according to their difference in their scientific specialization, in the level of the scores of the faculty members towards the design of education in the university courses according to the ADDIE model.

There are statistically significant differences between the means of the study sample responses regarding the total score according to the years of experience.

The results indicate the difference in the responses of the study sample, according to their different years of experience, regarding the scores of the faculty members towards the design of education in the university courses according to the ADDIE model.