فاعلية برنامج تدريبي مقترح قائم على التعلم المدمج في تنمية مهارات تصميم المقررات الإلكترونية لدى أعضاء هيئة التدريس بجامعة الملك خالد في ضوء معايير الكوالتي ماترز (Quality Matters™ Rubric Standards)‎

الملخص EN

The aim of the study was to get to know the effectiveness of a proposed training program based on blended learning in developing designing skills of e-courses among faculty members of King Khalid University on the light of (The Quality Matters ™ Rubric Standards).

In order to fulfill the objective of the study, the researchers used the descriptive and analytical methodology to analyze the list of contents of the quality matters criteria (QM).

They, also, used the descriptive survey to determine the list of e-courses design skills necessary for faculty members on the light of the quality matters standards (QM) which has been formulated in the light of two main aspects: The performance indicators standards for the Quality Matters' program for the quality of design and production of instructional e-courses and the general model for instructional design (ADDIE).

The researchers, also, used the descriptive survey method based analysis to determine the appropriate instructional design to produce blended learning training program, while using the experimental method which is based on a semi design experimental group (pre and post) to measure the effect of the independent variable (the proposed training program based on blended learning) on dependent variables (development of cognitive and performance skills to design e=courses on the light of the Quality Maters).

The study population is formed from all faculty members of King Khalid University's branch in Bisha whose total number is (712).

The study was carried out on an intent sample of (28) members who are practicing e-learning as they have already passed basic training courses to deal with the learning management system, Blackboard.

The study tools were represented in the training program that is based on blended learning strategy.

The program was designed on the bases of a designing model proposed by the two researchers.

In order to measure the effectiveness of the program, the two researchers designed an achievement test to measure the cognitive aspect of e-courses design skills plus a check list to assess the performance aspect of e-courses design skills on the light of the Quality Matters criteria (QM), This check list was applied before starting the implementation of the program on the study sample and was applied after the completion of the implementation of the program.

In order to test the hypotheses of the study, data were analyzed using the "t" test for correlated samples.

The study found a statistically significant difference at a level (0.05) between the average grades of the study sample in the achievement test for cognitive aspects of e-courses design skills in the application of pre and post tests for the application of the post test.

There was also a significant difference between the average grades of the sample individuals in the total grades based on the check list designed to asses aspects of performance of e-courses design skills in the application of the pre and post tests for the post test.

Meanwhile, the study found a statistically significant difference at a level (0.05) between the average grades of study sample individuals in aspects of performance of e-courses design skills in the total of each of the eight standards for e-courses design quality matters criteria (QM) in the application of the check list pre and post tests for the post test application.

Moreover, It was found that there was a significant difference between the average grades of the study sample individuals in the aspects of performance of e-courses design skills on the light of standards of the quality matters (QM) according to each aspect of the general model for instructional design (ADDIE) in pre and post tests of the check list for the post test application