فاعلية استراتيجيتين للتعلم النشط (التعلم الإلكتروني التعاوني، المناقشة الإلكترونية)‎ عبر المنصة التعليمية (Microsoft teams)‎ في تنمية التوافق النفسي و الاجتماعي و خفض التجول العقلي لدى الطلاب منخفضي التحصيل بالمرحلة الجامعية

Abstract EN

The study aimed to identify the effectiveness of two active learning strategies (collaborative e-learning, electronic discussion) via the Microsoft teams' educational platform in developing psychological and social harmony and reducing mental wandering in the subject of developmental psychology among students with low achievement.

The study sample consisted of two experimental groups: Group (A) She studied using the cooperative e-learning strategy, numbering (30) male and female students, and group (B) studied using the electronic discussion strategy, numbering (30) male and female students, and the control group, numbering (55) male and female students from the second year of the Faculty of Specific Education, and the researcher used the semi-experimental approach.

The researcher also used a measure of psychological and social compatibility prepared by Zainab Shukair (2003), and a scale of mental wandering prepared by (Helmi El-Fil 2019), The results of the study resulted in the presence of statistically significant differences between the mean scores of the students of the research groups (controller - experimental (A) - experimental (B)) in the post application in favor of the experimental group (B) in the scale of psychological and social adjustment, mental wandering, and the presence of significant differences Statistical differences between the mean scores of the students of the experimental group (A) before and after the application of the psychological and social adjustment measure, in favor of the post application, and the presence of statistically significant differences between the average degrees of the students of the experimental group (B) before and after the application of the psychological and social adjustment measure, in favor of the post application, and the presence of significant differences Statistically significant between the arithmetic means of the students of the experimental group (A) before and after the application of the wandering scale in favor of the post application, and the presence of statistically significant differences between the arithmetic means of the students of the experimental group (B) before and after the application of the wandering scale, in favor of the post application, and the application of Two active learning strategies (cooperative e-learning, e-discussion) have proven appropriate effectiveness in developing (psycho-social adjustment and reducing mental wandering) among low-achieving students, how much It is possible to predict mental wandering through psychological and social adjustment among students of the two experimental groups (A) and (B).