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تعلم مقرر تصميم المواقف بيئات التعلم التكيفية وتأثيرها على نواتج التعمليةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Introduction
Educational designs are considered among most important skills that should be available and/or achieved by the instructional education specialist who stands facing regular education environment. Such environment doesn’t concern about different characters of educators and their learning style, which may lead to weak and ineffective education products. Accordingly, the idea of this research is brought up to identify and determine the effect of interaction between adaptive learning environment and learning style for developing the products of education situational designs made by Students.
Setting the Problem of the Study:
Through the presentation of the theoretical framework and through the introduction of the problem’s items that there is a weakness in the products of instructional decision-designed teaching attitudes of students of education technology conspicuously embodied in the achievement, design skills and attitudes towards the design of educational attitudes.
Formulating the Questions of the Study:
In the light of the what has been mentioned above, the main question of this study can be formulated as follows:
”What is the effect of interaction between a web based adaptive electronic learning environment and learning style on developing learning products of instructional situational designs course for instruction technology students?
This main question is divided by the following sub-questions:
1. What are the criteria for designing and producing a web-based adaptive e-learning environment through the two learning approaches (Total / Sequential) for students of learning technology?
2 - What is the system to develop an adaptive learning environment in the two learning approaches (Total / Sequential)?
3- Are there statistically significant differences between the four experimental groups (Total / Total), (Total / Sequential), (Sequential / Sequential), (T / Total) in the post measurement of the achievement test?
4. What are the differences’ directions between the four experimental groups (Total / Total), (Total / Sequential), (Sequential / Sequential), (Sequential / Total) in the post measurement of the achievement test?
5- Are there statistically significant differences between the grades of the first experimental group (Total / Total) in the pre and post measurement of the performance note card?
6. What is the effect of the interaction between the two learning approaches (Total / Sequential) and a web based adaptive electronic learning environment and learning style on developing learning products of instructional situational designs course for instruction technology students?
7. What is the main effect of the interaction between the two learning approaches (Total / Sequential) and a web based adaptive electronic learning environment and learning style on developing learning products of instructional situational designs course for instruction technology students?
8. What is the main effect of an adaptive learning environment based on the educational design skills of students of educational technology?
9. What is the effect of the interaction between the learning methods (Total / Sequential) and the web-based adaptive learning environment on the development of educational design skills among students of educational technology?
10- What is the main effect of learning methods (Total / Sequential) in a web-based adaptive learning environment on the direction of students of educational technology?
11. What is the main effect of the web-based adaptive learning environment on the direction of students in education technology?
12- What is the effect of the interaction between the learning methods (Total / Sequential) and the adaptive learning environment based on the web on the direction of the students of the educational technology?
Objectives of the Study:
The current research aims at:
1- Addressing the weak learning products to design educational attitudes among students of educational technology.
2. Identifying how adaptive learning environments generally affect the treatment of learning products.
3- Determining the effect of the interaction between the learning method and adaptive learning environments in the treatment of weak learning products.
Importance of the Study:
1- This study is a relatively recent research in the domain of adaptive science environments.
2. Providing a list of design criteria for the design of adaptive learning environments.
3 - Identifying the effect of interaction learning methods (Total / Sequential) in adaptive learning environments.
Limits of the Study:
The current study will be limited to:
1 - Course design of educational attitudes.
2 - Students of Educational Technology, Faculty of Diversified Education Fayoum.
3 - Learning methods (Total / Sequential).
4- Cognitive aspects and skills of the learning products of the curriculum design.
Methodology of the Study:
The researcher will use the technological approach in the development of the systems, which is known in the educational technology as the developmental method in the development of an adaptive learning environment based on learning methods (Total / Sequential).
Variables of the Study:
- Independent Variables:
Interaction between adaptive learning environment and learning style.
Taxonomic Variables:
• The Total learning method.
• The Sequential learning method.
• The Total learning course.
• The Sequential learning course.
- Dependent Variables:
Cognitive and skillful aspects.
Sample of the Study:
The sample of this study will be limited to students of the fourth year technology education at the Faculty of Diversified Education at Fayoum University.
Tools of the Study:
1- The achievement test for educational design.
2- Performance measure for educational design skills.
3- The researcher adopts the learning style scale (Total / Sequential) for Wilder and Silverman.
Hypotheses of the Study:
1. There are statistically significant differences between the average scores of the four experimental groups (Total * Total), (Total * Sequential), (Sequential * Sequential) and (Sequential * Total).
• There are differences between the first experimental group (Total * Total) and the second experimental (K * Sequential) at the level of (0.01) in the post measurement of the test for the benefit of the first group.
• There were no statistically significant differences between the first experimental group (Total * Total) and the third experimental (Sequential * Sequential) at the level of (0.01) in the post measurement of the achievement test.
• There were statistically significant differences between the first experimental group (Total * Total) and the fourth experimental (Sequential * Total) at the level of (0.01) in the post measurement of the test for the benefit of the first group.
• There were statistically significant differences between the second experimental group (Total * Sequential) and the third experimental group (Sequential * Sequential) at the level of (0.01) in the post measurement of the achievement test for the third experiment.
• There were no statistically significant differences between the second experimental group (Total * Sequential) and the fourth experimental group (Sequential * Total) at the level of (0.01) in the post measurement of the achievement test.
• There are statistically significant differences between the third experimental group (Sequential * Sequential) and the fourth experimental (Sequential * Total) at the level of (0.01) in the post measurement of the test for the benefit of the third group.
2 - There are statistical differences between the grades of the first experimental group (Total / Total) in the pre measurement and the post measurement of the achievement test”.
3 - There are statistically significant differences between the grades of the second experimental group in the pre measurement and the measurement of the post of the achievement test.
4- There are statistically significant differences between the grade levels of the third experimental group in the pre and the post measurement of the achievement test.
5- There are statistically significant differences between the grade levels of the fourth experimental group in the pre and the post measurement of the achievement test.
6. There is a statistically significant effect of the interaction between learning methods (Total / Sequential) and the web-based adaptive learning environment (Total / Sequential) on the post application of the instructional test in instructional design for students of educational technology.
•There are statistically significant differences between the average scores of the four experimental groups in the post measurement of the performance note card.
• There are differences between the first and the second experimental group at the level of (0.01) in the post measurement of the performance note card in favor of the first group.
• There are no statistically significant differences between the third experimental and the first experimental group at the level of (0.01) in the post measurement of the performance note card.
• There are differences between the first and the fourth experimental group at the level of (0.01) in the post measurement of the performance note card in favor of the first group.
• There are differences between the statistical function of the second and the third experimental group at the level of (0.01) in the post measurement of the note performance note in favor of the third group.
• There are no differences between the statistical function of the second and the fourth experimental group at the level of (0.01) in the post measurement of the performance note card.
• There are differences between the third and the fourth experimental group at the level of (0.01) in the post measurement of the performance note card in favor of the third group.
8- There are statistically significant differences between the grades of the first experimental group (Total / Total) in the pre measurement and the measurement of the post of the performance note card.
9. There are statistically significant differences between the grade levels of the second experimental group (Total / Sequential) in the pre measurement and the measurement of the post of the performance note card.
10. There are statistically significant differences between the grades of the third experimental group (Sequential / Sequential) in the pre measurement and the measurement of the post of the performance note card.
11- There are statistically significant differences between the grade levels of the fourth experimental group (Sequential / Total) in the pre measurement and the measurement of the post of the performance note card.
12- There is a statistically significant effect of the interaction between the learning methods (Total / Sequential) and the web-based adaptive learning environment (Total / Sequential) on the post application of the performance observation card in educational design for students of educational technology
13- There is a statistically significant difference at the level of (0.05) among the four experimental groups in the measurement of the product evaluation card.
Study Experiment:
The procedures of the current study were carried out according to the following steps:
1- Deriving the list of educational design standards for a web-based adaptive learning environment for learning methods (Total / Sequential).
2- Deriving the list of educational objectives for the design of instructional situations.
3. Developing a web-based adaptive learning environment according to a design model.
4. Preparing the tools of the study.
5- Achievement test of educational design.
6 - Note card performance of educational design skills.
7- selecting the sample of the study and dividing it into the four groups according to the experimental design.
8. Practical application of the study experiment.
9. Statistical data processing, testing of the hypotheses of the study and the preparation of research report (thesis).
Results of the Study:
A) The results of the educational achievement of the curriculum design of students of educational technology.
1 - The first hypothesis was accepted and there are statistically significant differences between the four groups as follows:
• The hypothesis of differences between the first experimental group (Total * Total) and the second experimental group (Total * Sequential) was accepted at the level of (0.01) in the post measurement of the test in favor of the first group.
• The hypothesis of no significant statistical differences between the first experimental group (Total * Total) and the third experimental group (Sequential * Sequential) was accepted at the level of (0.01) in the post measurement of the achievement test.
• The hypothesis for the existence of statistically significant differences between the first experimental group (Total * Total) and the fourth one (Sequential *Total) was accepted at the level of (0.01) in the post measurement of the achievement test in favor of the first group.
• The hypothesis of statistically significant differences between the second experimental group (Total * Sequential) and the third one (Sequential * Sequential) was accepted at the level of (0.01) in the post measurement of the experimental test in favor of the third experiment.
• The hypothesis for the existence of statistical function differences between the second experimental group (Total * Sequential) and the fourth one (Sequential * Total) was accepted at the level of (0.01) in the postal measurement of the achievement test.
• The hypothesis for the existence of statistically significant differences between the third experimental group (Sequential * Sequential) and the fourth one (Sequential * Total) was accepted at the level of (0.01) in the post measurement of the test in favor of the third group.
2 - The second hypothesis was accepted for the existence of statistical differences between the grades of the first experimental group (Total / Total) in the pre and post measurement of the achievement test”.
3 - The third hypothesis was accepted and the existence of statistical differences between the grades of the second experimental group in the pre and the post measurement of the achievement test.
4 - The fourth hypothesis was accepted and there are statistical differences between the grades of the third experimental group in the pre and the post measurement of the achievement test.
5 - The fifth hypothesis was accepted that there is a statistically significant differences between the grades of the fourth experimental group in the pre and the post measurement of the achievement test.
6- The fifth hypothesis was accepted that there is a statistically significant effect of the interaction between the learning methods (Total / Sequential) and the adaptive learning environment based on the web (Total / Sequential) on the post application of the educational test in the educational design for the students of educational technology for the first group (Total * Total).
B) Results on the performing aspects of the instructional situations design for decision of students of educational technology.
7 - The seventh hypothesis was accepted for the existence of statistical differences between the average scores of the four experimental groups in the post measurement of the performance note card. The researcher has scrutinized the direction of these differences as follows:
• The hypothesis of difference between the first and the second experimental group was accepted at the level of (0.01) in the post measurement of the performance note card in favor of the first group.
• This hypothesis was rejected because there were no statistically significant differences between the third and the first experimental group at the level of (0.01) in the post measurement of the performance note card where there was a difference between the two groups in favor of the first group.
• The hypothesis of differences between the first and the fourth experimental group was accepted at the level of (0.01) in the post measurement of the performance note card for the first group.
• The hypothesis of differences between the second and the third experimental group was accepted at the level of (0.01) in the post measurement of the performance note card in favor of the third group.
• The hypothesis was accepted that there were no differences between the statistical function of the second and the fourth experimental group at the level of (0.01) in the post measurement of the performance note card.
• Admission was accepted for the existence of differences between the third and the fourth experimental group at the level of (0.01) in the post measurement of the performance note card in favor of the third group.
8 - Admission was accepted for the existence of statistical differences between the grades of the first experimental group (Total / Total) in the pre measurement and measurement of the post of the performance note card.
9. Admission was accepted for the hypothesis of the existence of statistically significant differences between the grades of the second experimental group (Total / Sequential) in the pre and the post measurement of the performance note card.
10. Admission was accepted for the hypothesis for the existence of statistically significant differences between the grades of the third experimental group (Sequential / Sequential) in the pre and the post measurement of the performance note card.
11. Admission was accepted for the hypothesis of the existence of statistically significant differences between the grade levels of the fourth experimental group (Sequential / Total) was accepted in the pre and the post measurement of the performance note card.
12- Admission was accepted for the hypothesis that there is a statistically significant effect of the interaction between the learning methods (Total / Sequential) and the adaptive learning environment based on the web (Total / Sequential) was accepted on the post application of the performance note card in educational design for the students of educational technology in favor of the first group was found to be the highest average followed by the third group (Sequential * Sequential).
Recommendations of the Study:
Through the findings out of the study, the researcher sees the following:
1- The necessity of spreading the culture of adaptive learning environments in university education.
2 - The need to take into account learning methods during introducing learning to university students.
3. Developing many adaptive courses according to the learning method.
Proposed Researches:
The following research findings can be recommended:
1- Designing adaptive learning environments based on other learning styles
2 - Designing electronic learning environments based on adaptive content
according to learning methods.
3 - Designing electronic learning environments based on adaptive support according to learning methods.