أثر اختلاف أنماط الدعم (معلم أقران)‎ ببيئة التعلم السحابية على تنمية مهارات تصميم بعض تطبيقات الويب 0.2 لدى طلاب كلية التربية النوعية

Abstract EN

The current research aims to develop the skills of designing some web applications 0.2 for students of the Faculty of Specific Education, by measuring the impact of different support patterns (teacher, peers) in the cloud learning environment, and the basic experiment was applied to a sample consisting of (80) male and female students of the band students The third (all people except technology) at the Faculty of Specific Education in the first semester of the academic year 2017-2018 at the Faculty of Specific Education Tanta University, and students of the research were randomly divided into two experimental groups, and each experimental group included (40) students, where students of experimental groups studied from During the cloud environments that were employed Support patterns (teacher / peers) in which they appear in order: the first experimental group (teacher support pattern), the second experimental group (peers support pattern), and after the implementation of the experiment students' degrees were calculated and the statistical results were treated, which revealed the superiority of the first experimental group that studied Its students in the cloud-based learning environment (teacher support pattern) in the arrangement of the post-application averages of the cognitive achievement test, and the second experimental group that studied its students in the cloud-based learning environment (peers support pattern) excelled in the arrangement of the post-application averages of the performance note card for T skills The core of some web applications 0.2 and the existence of a positive correlation between the scores of students of the two experimental groups in all research tools, as students of the two experimental groups achieved a percentage of gain in each of the cognitive achievement test, and a performance note card associated with the design skills of some web applications 0.2.