التفاعل بين أنماط التدريب (المتزامن غير المتزامن المدمج)‎ عبر الفصول الافتراضية و مستويات المشاركة (فردية جماعية)‎ و أثره في تنمية مهارات تصميم و إنتاج الرسوم المتحركة و الرضا عن بيئة التعلم لدى طلاب كلية التربية

Abstract EN

The purpose of the research is to explore the impact of different training patterns (synchronous, asynchronous, and blended) through virtual classrooms and their interaction with student participation levels (individual versus collective) in the implementation of learning activities and tasks and its impact on developing animation design and production skills and satisfaction with the learning environment for Faculty of Education students.

The experimental method was used to measure the effect of differences and interactions between variables.

The experimental Factorial Design (2*3) was used to measure the impact of two independent variables of research: the patterns of training across the virtual classes includes three types (synchronous, asynchronous, blended); And two levels of student participation in the implementation of learning activities (individual vs.

group).

The research also included two variables: the skills of designing and producing animated films; the satisfaction of the learning environment in the virtual classroom.

In six experimental treatments.

The research sample consisted of (57) students from the Faculty of Education at Imam Abdul Rahman bin Faisal University in Saudi Arabia.

They were selected in a deliberate manner.

The results of the research revealed an interaction between the types of training (synchronous, asynchronous, blended) and the levels of student participation (individual versus group) in the implementation of the learning activities and tasks through the virtual classrooms in their performance on: the skills of design and production of animation films, and Students satisfaction with the learning environment for the performance of students of the experimental groups that have been Training according to the blended virtual pattern that combines both synchronous and asynchronous patterns, in its intersection with the level of collective participation of students in the implementation of learning activities through the virtual learning environment.

The results of the study found that the performance of students who received synchronous training was higher than that of students who received asynchronous training in the design and production of animation films and satisfaction with the virtual learning environment; and Students who have been engaged in learning activities and tasks have a greater level of collective participation than individual participation.

In light of this, the research presented a number of recommendations and proposals on the design of virtual learning environments on the Internet and levels of participation of learners, for example, It is necessary to design of virtual learning environments according to educational standards aimed at achieving diversity learning outcomes