الفصول الافتراضية و علاقتها بالدافعية للتعلم لدى عينة من طلاب جامعة المجمعة بالمملكة العربية السعودية : دراسة وصفية

Abstract EN

The study aimed to identify the relationship between teaching using virtual classrooms and the motivation to learn among undergraduate students, as well as to identify the level of motivation to learn when using virtual classrooms among male and female students at the undergraduate level.

in addition to identify the difficulties and obstacles that limit the use of virtual classrooms among undergraduate students.

the researchers used the tool of the study, which is the measure of motivation to learn through the virtual classes, consisting of (28) items divided into four axes.

the validity of the scale was verified through the validity of the arbitrators and internal consistency.

the sample of the study consisted of (100) male and female students from the common first year deanship at Majmaah university.

the statistical analysis process was carried out using the statistical package program (SPSS) using the (TEST) test and the (ANOVA) test.

the results showed that: there is a statistically significant relationship when significance level (a ≥ 0.05) between teaching using virtual classrooms and motivation for learning among undergraduate students, and that there are statistically significant differences in the obstacles to using virtual classrooms due to the gender variable, in favor of females.

the study also found that the most common obstacles to the use of virtual classrooms are continuous power outages, followed by poor internet connection services.

the study concluded with a number of relevant recommendations : -the need to intensify training courses and flyers to increase awareness of the importance of virtual classrooms and their role in achieving sustainable development in learning.

-starting the process of expanding the scope of education through virtual classes in all faculties and higher education programs, in order to agree with the opinions of university students on this type of learning.