Designing Blended Learning Models and Their Impact on Deep Understanding Skills and The Quality of Producing Multimedia Educational Computer Programs for Female Student Teachers and Their Opinions Towards Them

doi:10.21608/jsre.2022.169476.1518

Designing Blended Learning Models and Their Impact on Deep Understanding Skills and The Quality of Producing Multimedia Educational Computer Programs for Female Student Teachers and Their Opinions Towards Them

Document Type : Original Article

10.21608/jsre.2022.169476.1518

Abstract

The current research aimed to design four blended learning models, which are: the first model is online learning and face-to-face learning is limited to the general educational session, and instructions when needed, the second model is face-to-face learning for theoretical parts, online learning For applications, the third model is online learning for theoretical parts, face-to-face learning For applications, The fourth (traditional) model is face-to-face learning and online learning is limited to instructions and support when needed, then reveal their impact on the skills of deep understanding (interpretation - decision-making - application - prediction - idea generation - explanation), The quality of production of multimedia educational computer programs, and the students’ opinions about these models. the research tools were: A test of deep understanding skills, a quality assessment form for the production of multimedia educational computer programs, and a questionnaire measuring students' opinions towards blended learning models. The research sample consisted of (200) female students of the third year, the Child Education Division, Ain Shams University, the first semester of the academic year 2021-2022 AD, and divided into four equal groups: the first is taught by the first model, The second experimental group is taught by the second model, where it begins with face-to-face learning to explain the theoretical parts, then e-learning for examples, applications, exercises, and implementation of practical skills, as for the third experimental group, it is taught by the third model, where it begins with e-learning to explain the theoretical parts, then face to face to discuss examples, applications, exercises, and implementation of practical skills, Finally, the fourth (the control group) is taught by the fourth model, where it is taught face-to-face to transfer the entire learning, and the online is limited to providing guidance, assistance, support, and uploading assignments. The results showed that: 1) There are statistically significant differences between the averages of the experimental groups in the pre and post application in favor of the post application on the deep understanding test, as well as the presence of statistically significant differences between the means of the three experimental groups, and the average scores of the control group in favor of the three experimental groups, while the third experimental group outperformed the rest of the groups in The post application to test the skills of deep understanding as a whole, and for each of its six skills separately, 2) Experimental treatments also have a large effect size, 3) The results also resulted in the presence of statistically significant differences between the averages of the experimental groups and the average scores of the control group in favor of the three experimental groups in the post application of the multimedia educational computer program quality assessment card, while the third experimental group outperformed the rest of the groups, and 4) The results also revealed the positive opinions of the students of the three experimental groups towards the patterns of inclusion, especially the third experimental group.

Keywords

Main Subjects

Educational technology

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