أثر نمط التفاعل و الأسلوب المعرفي في بيئة التعليم الافتراضية في تنمية مفاهيم تطبيقات التكنولوجيا لدى طلاب كلية التربية بجامعة الباحة

Abstract EN

The study aimed to reveal the effect of interaction pattern and the cognitive style in the virtual learning environment on developing technology applications concepts among students of College of Education at Al-Baha University.

The quasiexperimental method was used with its quasi-experimental design of Solomon Four Group in study which based on (Factorial Design 2x2).

Study tool consisted of an achievement test to measure cognitive aspects of technology applications concepts and learners' styles scale.

Study sample consisted of (80) students who were divided into four equal groups and two experimental treatments, first using synchronous support pattern and second asynchronous support pattern.

Each group was internally divided into two groups based on cognitive styles (impulsive and deliberate).

The results showed significant differences at level of significance (α≤0.05) on achievement test in post application in favor of deliberate learning pattern, and differences for synchronous interaction pattern.The results also showed statistically significant differences in effect of interaction between interaction patterns (synchronous, asynchronous) and learning patterns (impulsive, deliberate) in the virtual learning environment on developing concepts of technology applications for students of College of Education at Al-Baha University in favor of synchronous and deliberate.