أنماط إدارة المناقشات الإلكترونية القائمة على استراتيجية توليد الأسئلة في بيئة الحوسبة السحابية و أثرها في مهارات الفهم العميق و قوة السيطرة المعرفية لطالبات تكنولوجيا التعليم و آرائهن نحو إدارة المناقشات

Abstract EN

Our present research aims to design a model for electronic discussions based on questions generation strategy with its two discussions management pattern (teacher – female student) in Cloud Computing Environment, to reveal their effects on Deep Understanding Skills and Cognitive Holding Power for Educational Technology Female Students and to explore their opinions towards Discussions Management with both its patterns.

This objective aim has been achieved though our design of Electronic Discussions Management model with its two patterns (teacher – female student) based on Questions Generation Strategy in Cloud Computing Environment.

This design is based upon our use of Abdel Latif Elgazzar's model (2014) for educational design in light of the design standards set by the female researcher.

Research's tools: we use Deep Understanding Skills test, Cognitive Holding Power Measure and a questionnaire to explore the female students` Opinions towards Discussions Management with its two Patterns.

Research's sample: the research's sample consists of a number of (16) Female students at Educational Technology, college of 4^th grade women Ain Shams University in the Academic year 2018 – 2019 Those Female students has been divided in to two experimental groups.

One is the Female students led Discussion group.

While the other is the teacher – led group.

This study uses the Electronic Discussions Management model based on questions generating strategy in Cloud Computing Environment.

Research's Results: The research's results showed that there are no statistically significant differences on the posttest in relation to the fifth deep Understanding Skills as a whole and each one of them individually as well as Cognitive Holding Power measure, between the two experimental groups.

However, there are statistically significant differences on the fifth deep Understanding Skills as a whole and each one of them individually, namely: The explanations nature, decisions making, asking questions, cognitive fluency and prediction as wells on the Cognitive Holding Power between the pretest and the posttest and those differences tilted in favor of the posttest in both experimental groups.

The research's results also showed that there is no statistically significant difference on the posttest in relation to the fifth deep Understanding Skills as a whole as well as the 85% proficiency mark out of the test`s total marks.

Finally, the research's results also indicated that 69% of the female students included in the research`s sample preferred that the electronic discussions must be conducted under the auspices of the course teacher, moreover female students in both experimental groups thought that the discussions` leader efficiency played all his organizational, social, cognitive, and technical roles.

The first experimental group`s female students who alternately led the discussions also expressed positive opinions towards the discussion leadership and all of them offered many useful opinions and made valuable contributions whether in relation to their readiness to lead discussion or assuming the different roles entrusted to the leader.