أثر العلاقة بين نمط الحضور الصوتي للمعلم (موجز، تفصيلي)‎ وتوقيت تقديمه (متدرج مع التلاشي، عند الطلب)‎ بالفصول الافتراضية التزامنية وأثرها في تنمية الأداء المعرفي والطموح الأكاديمي لطلاب تكنولوجيا التعليم

Abstract EN

The current research aims to reveal the relationship between the pattern of the teacher's vocal presence (brief, detailed) and the timing of his presentation (gradual with fading, upon request) in synchronous virtual classrooms and its impact on the development of cognitive performance and academic ambition for students of educational technology.

the researcher relied on the descriptive and experimental approaches to determine the effect of experimental treatments the dependent variables were used, and the following tools were used (cognitive achievement test to measure academic cognitive performance, and academic ambition scale).

the experimental design used was the factorial design (2x2 factorial design), and one-way analysis of variance was used to ensure the equivalence of the four experimental groups with regard to the achievement test and the measure of academic ambition.

brief voice presence, as well as on-demand voice presence timing outperforms voice presence graded with fading.

there was an interaction between the two independent variables, and each of the two groups of the detailed teacher's vocal attendance style with the timing of the vocal attendance on demand in both the achievement test and the academic ambition scale excelled over the other experimental groups.