بينة تدريب إلكتروني تكيفي عن بعد قانم على مستوى المعرفة السابقة و أثره على تنمية الكفايات الأدائية لفنيي مصادر التعلم بمدارس مملكة البحرين

الملخص EN

Distance and adaptive e-training environment provide an integrated, interactive decentralized of media that consider the individual differences among trainees as well as their spatial and chronological conditions.

Moreover, these environments are able to spread the culture of self-training, to attract trainees and to increase their motivation for learning and training.

The success of any training and its achieving the desired outcome requires its consistence and fit with the trainees' abilities and aptitudes, increasing their motivation for learning and training, and considering all this when planning and preparation for training.

The aim of using adaptive training environment is to provide adaptive training with the trainees' needs, to personalize training, to solve the problems facing trainees, to respond to them individually, so as to provide the content that is personalized to their needs and problems, not one content which fits all.

Consequently, this leads to develop the trainees' higher thinking skills through procedures such as solving-problems, supporting them by offering an appropriated help via an adaptive training environment.

Accordingly, this research aimed to design an adaptive training environment based on the levels of the previous knowledge to develop career competences for learning resources technicians in Bahraini schools.

Therefore, a list of criteria was developed to design an adaptive training system based on the levels of the prior knowledge, and to construct and develop the program according to these criteria by using the model of Khamis (2015).

Research tools were developed such as achievement test, observation card for technical performing competences, and observation card for administrative technical competences.

This proposed environment was implemented on a sample of 64 learning resources technicians in Bahraini schools.

Participants were divided into three groups: beginners level (n=42), average level (n=16), and advanced level (n=6).

Experimental method was used here.

The results indicated that there were no statistically significant differences among the responses of the three groups in terms of performance competences.

Recommendations are offered.