أثر طريقة التدريس التعاوني المتمحور حول المتعلم في الفصول الافتراضية في تحسين مخرجات التعلم

The Impact of Cooperative Learner-Centered Teaching Method for Virtual Classes in Enhancing Learning Outcomes

بالنظر إلى بروز دور التعليم الإلكتروني في الآونة الأخيرة وتغير دوره من مكمل للتعليم الحضوري أو مدمج فيه إلى نظام تعليم قابل للاستخدام بشكل كامل؛ لحل العديد من الطوارئ التي تواجه التعليم وتجويد مخرجاته، وظهرت أهمية طرق واستراتيجيات التعليم عن بعد في الفصول الافتراضية كمكون مهم في تحقيق مخرجات التعلم وتجويد طرق إيصاله للمتعلمين عن بعد. عليه اتخذت الدراسة المنهج شبه التجريبي في اختبار أثر طريقة مبتكرة للتدريس التعاوني المتمحور حول المتعلم في الفصول الافتراضية باستخدام المجموعات. تكونت عينة المجموعة من (119) دارسا في التعليم العالي بواقع (59) دارساً في المجموعة التجريبية (60) دارسا في المجموعة الضابطة والذين يدرسون مقرر البيئات الافتراضية والمحمولة في تخصص تقنيات التعليم عن بعد عبر الفصول الافتراضية. أظهرت نتائج اختبار "t-test" للمجموعات المستقلة فروقا ذات دلالة للمتوسطات في اختبار قياس مخرجات الموضوعات الذي تم تدريسها لصالح المجموعة التجريبية التي استخدمت فيها طريقة التدريس المتمحورة حول المتعلم، باستخدام المجموعات مقارنة بطريقة السيمنار، أو المحاضرة التقليدية التي تستخدم فيها المجموعات أيضا. أوصت الدراسة باستخدام النموذج في عملية التدريس للمواضيع المشابهة في التعليم العالي، والاستثمار في بحوث تطوير طرق التدريس عن بعد في التعليم العالي والتعليم العام، وأكدت على الاستفادة من مخرجات الدراسة في تطوير أو بناء طرق للتدريس في الفصول الافتراضية لمقررات أخرى ومواضيع مختلفة.

The importance of the implementation of successful methods and strategies in virtual classes has emerged as a vital component in the delivery of courses online as a result of the emergency shift in the role and importance of the eLearning system from a complementary or blended system of delivery to a complete delivery system of high-quality education. Accordingly, the study has used a semi-experimental approach to test the effect of the study's cooperative learner-centered teaching method in virtual classes. The study sample consisted of 119 students in higher education (59 students in the experimental group and 60 students in the control group- all taught via virtual classroom technology) studying Virtual and Mobile Environments course in the field of educational technology. The study used t-test for independent groups to measure the significance of the groups' means in the subject exam. The results showed significant differences in the means between the study groups for the favor of the group that was taught by the new virtual class teaching method. The study recommended the use of the experimental teaching method used by the study in teaching subjects in the educational technology field, the investment in researches that address the use of new methods for virtual classes for public and higher education, and the utilization of the study results in the development of new teaching methods for virtual classes in other subjects.

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