التفاعل بين نمط استراتيجية التعلم بالمشروعات (تعاوني-تنافسي)‎ و الأسلوب المعرفي (التصلب-المرونة)‎ في بيئة التعلم المدمج و أثره على الكفاءة الذاتية و قوة السيطرة المعرفية لدى طلاب تكنولوجيا التعليم

الملخص EN

The current study sought to know the relative effectiveness of the two types of project learning strategy, the cooperative and the competitive style, with the cognitive method in the blended learning environment, and to track the impact of this effectiveness on both increasing self-efficacy, and the strength of cognitive control of educational technology students.

to achieve this, both the descriptive approach and the experimental approach were used.

the study was applied to the third year students, which numbered (24) students with field training, where the study sample after applying the classification tool-was divided into two groups, one of them : students with a rigid cognitive style, the second : students with a flexible cognitive style, and then applying the two types of project learning strategies (cooperative / competitive), by dividing each of the two groups (rigidity / flexibility) into a cooperative group and a competitive group.

after applying the experimental treatment and measurement tools, the results indicated that there were no statistically significant differences between the average scores of students in the scale of self-efficacy for the two cooperative and competitive groups, but the group with a flexible cognitive level was better than the group with a rigid cognitive level, while the members of the group with a cognitive level outperformed.

flexibility on their peers, members of the group with a rigid cognitive level in the measure of the strength of cognitive control, and in general, the project learning strategy with its two models (cooperative / competitive) in an integrated learning environment, had an effective effect in increasing the students' self-efficacy and the strength of cognitive control.