فاعلية استخدام التعليم المدمج في مقرر تقنيات التعليم على التحصيل و تنمية مهارات التواصل الإلكتروني لطلاب كلية التربية

الملخص EN

This study intended to identify the effectiveness of the use of blended learning in educational technology on the achievement and development of electronic communication skills of students of the Faculty of Education.

Where a quasi-experimental approach based on the design of the experimental treatments (pry/post) was used on an (experimental group).

The researcher built an achievement test in the unit (innovations in educational technology -within the course- Introduction to Educational Technology) that consists of (30) items selected according to Bloom’s levels of (remembering, understanding, application) in addition an electronic communication skills measure was prepared.

It contained (42) sub-skills in four main aspects; ((8) sub skills in internet browsing skills, (11) sub-skills in information search skills, (8) sub skills in using smart board skills, and (15) sub skills in using e-mail skills.

The study tools have been validated through a validity and reliability coefficients and correlation coefficients, all of which showed the validity of the tools to be applied to the study sample.

The achievement test and the electronic communication skills measure were pre applied on a sample consisting study (40), student of the Department of Physical Education (fifth level) in the second semester of the academic year 1435/1436 AH.

After teaching the selected unit using blended-learning, the achievement test and the electronic communication skills measure were applied on the experimental group.

T-test, and ETA square were used to analyze the study data to verify the effectiveness of the use of blended learning in the educational technology on the achievement and the development of electronic communication skills of the students of the study sample.

Averages, standard deviations, and t-test were used to see the direction of the difference and the statistical significance in the measurement of electronic communication skills.

The most important findings of the study include: There are significant differences at the level of 0.001 between the mean scores of the students in the experimental group in the pre and post measurements in the skills of electronic communication (total score), in favor of the post-test where the effect was large.

Also, the study demonstrated a statistically significant differences at the level of 0.001 between the mean scores of the experimental group students in the pre and post-tests grades in the electronic innovations unit, in favor of the post-test where the effect was also large.