نمط تصميم الأدوار (مختلط-قائد-محدد الأدوار)‎ بمجتمعات الممارسة الافتراضية وفقا لتحليلات التعلم وأثره على تنمية مهارات استخدام تطبيقات الحاسب الألى وعمق التعلم لطالبات المرحلة الجامعية

Abstract EN

The current research aimed toa identify the effect of employing role patterns (mixed-leader-specific roles) in virtual communities of practice according to learning analyzes on the development for computer application skills and deep learning to the undergraduate students.

The study sample consisted of undergraduate students, (60) students.

They were divided into three experimental groups, and the two researchers used two research methodologies: the descriptive analytical methodology to identify virtual communities of practice and the patterns of roles used with it, learning analytics, as well as computer applications skills, deep learning, and the experimental methodology; To demonstrate the impact of the independent variable, which is to present role patterns in virtual communities of practice in the light of three patterns (mixed-leader-specific role) to measure their impact on the dependent variables (achievement-level of using computer application skills performance-depth of learning).

the research use instruments for measuring which presented in the achievement test, the observation card, and the deep learning scale, The results concluded that: (1) the level of academic achievement, skill performance, and the level of depth of learning for students increased as a result of using the virtual communities of practice in their traditional form (mixed roles) without relying on learning analyzes to reach the roles within the communities of practice; (2) The results indicated an increase in the level of academic achievement, skill performance, and the level of deep learning as a result of using the role-playing pattern (specific role-leader) compared to the role-playing pattern (mixed) within the virtual communities of practice; (3) The results indicated an increase in the level of academic achievement, skill performance, and the level of deep learning as a result of using the role-playing pattern (specific role) compared to the role-playing style (mixed) and the role-playing style (leader) within the virtual communities of practice; (4) the results indicated a high level of academic achievement and performance Skills and the level of deep learning as a result of using the role pattern (leader) compared to the role pattern (mixed) within the virtual communities of practice.