تصميم بيئة تعلم معكوس قائمة على التفاعل بين نمط التعلم التشاركي والأسلوب المعرفي وأثرها في تنمية مهارات التصميم التعليمي وخفض التجول العقلي لدى طلاب تكنولوجيا التعليم

Abstract EN

The aim of the current research is to investigate the effect of designing a flipped learning environment based on the interaction between the collaborative learning style (synergistic / sequential) and the cognitive style (independent / dependent) on the cognitive domain in developing instructional design skills and reducing mind wandering among educational technology students, and the research sample was distributed to (4) groups, the first is taught in the style of collaborative and synergistic learning in a cognitive style (independent), the second is taught in the style of collaborative synergistic learning in a cognitive style (dependent), and the third is taught in the style of sequential collaborative learning in a cognitive style (independent), and the fourth is taught in the style of sequential collaborative learning in a cognitive style ( The researcher used the experimental method based on the quasi-experimental design in applying the treatment, and pre and post measurement tools were applied to the groups.

The results of the research resulted in the presence of statistically significant differences between the experimental groups in favor of the experimental group (the first), which studies in the collaborative, synergistic learning style in a cognitive style (independent) in cognitive achievement and skill performance related to the skills of designing educational situations and reducing mental wandering, while the (fourth) group was Which are taught in a sequential collaborative learning style in a cognitive style (accredited) is the least group in cognitive achievement and skill performance related to the skills of designing educational situations and reducing mind wandering.

It also found a correlation between the students' scores on the achievement test for the skills of designing educational situations, their scores on the observation card for the skills of designing educational situations, their scores on the product evaluation card, and their scores on the scale of mind wandering.