أثر أنماط دعامات التعلم (المباشرة غير المباشرة)‎ ببيئة التعلم الالكترونية القائمة على التحليلات التعليمية في تنمية مهارات إنتاج عناصر التعلم الرقمية لدى طلاب كلية التربية جامعة أم القرى

Abstract EN

The present research aimed to develop digital learning elements production skills among students at Faculty of Education -Umm Al-Qura University through using learning scaffolding patterns (direct / indirect) in electronic learning environment based on educational analytics.

To achieve this, the current research used both the descriptive and the experimental method.

The research participants consisted of all postgraduate students (N= 60) students at the faculty of Education at Umm Al-Qura University who study the course of Learning and Communication Technologies in the academic year 2020/2021.

They were (60) students.

They were divided into two equal experimental groups, each group consisted of thirty (N= 30) students, where the first group learned through using direct learning scaffolding in the electronic learning environment based on educational analytics, and the second learned through using indirect learning scaffolding in the electronic learning environment based on educational analytics.

The research instruments consisted of the cognitive aspect achievement test related to digital learning elements production skills, observation checklist for the postgraduate students' performance in the digital learning elements, and the quality assessment checklist for the production of digital learning elements.

The results of the research revealed that there was no statistically significant difference at the level of significance (0.05) between the mean scores of the first experimental group students who used (direct learning scaffolding based on educational analytics), and the mean scores of the second experimental group students who used (indirect learning scaffolding based on educational analytics) in the post application of the achievement test related to digital learning elements production skills.

There was no statistically significant difference at the level of significance (0.05) between the mean scores of the students of the first experimental group who used (direct learning scaffolding based on educational analytics), and the mean scores of the students of the second experimental group who used (indirect learning scaffolding based on educational analytics) in the post application of the observation checklist related to digital learning elements production skills, and there was no statistically significant difference at the level of significance (0.05) between the mean scores of the students of the first experimental group who used (direct scaffolding based on educational analytics), and the mean scores of the students of the second experimental group who used (indirect learning scaffolding based on educational analytics) in the post application of the final product assessment checklist.