التفاعل بين حجم مجتمع الممارسة (صغير متوسط و كبير)‎ و نمط التغذية الراجعة البنائية (للعمليات و للمنتجات)‎ بنموذج الصف المقلوب و أثره في تنمية مهارات إنتاج الرسومات التعليمية بالكمبيوتر لدى طلاب تكنولوجيا التعليم

Abstract EN

This research aimed at examining the interaction between the community of practice size and formative feedback type via flipped class and its impact in developing instructional graphics production skills with computer among educational technology students.

A quasi-experimental 2x3 factorial design was employed.

Independent variables were three levels of the community of practice size presented via flipped class (small vs.

moderate vs.

large), and two patterns of formative feedback types presented via flipped class (processes vs.

products), dependent variables were developing achievement, and skill performance level.

The research included six experimental treatments, which were assigned to six groups.

The participants were 80 students (males & females) selected from second year, educational technology students, Faculty of Specific Education, Kafr Elshiekh University.

Two-way analysis of variance (2-Way ANOVA), and Scheffé's method post hoc comparisons were used to analyze data.

The results revealed that small community of practice via flipped class was the best in developing achievement, moderate community of practice was the best in developing skill performance level.

No significant difference were found among formative feedback of processes vs.

formative feedback of products in developing achievement, and skill performance level.

No significant difference were found among the treatments to the effect of interaction in developing achievement, and skill performance level for instructional graphics production skills with computer among educational technology students.