أثر استخدام التعلم الإلكتروني التشاركي عبر الويب على التحصيل المعرفي والأداء المهاري لدى الطلاب المعاقين عقلياً القابلين للتعلم
Using an experimental approach with pre-and post-experimentation tests, this study was conducted to identify the impact of web-based collaborative learning relying on interactive educational tools (e.g., educational games, electronic learning and simulation) on the acquisition of knowledge and optimization of performance skills amongst mentally disabled children. The study was conducted in the second semester of 2013/2014, on a sample of 11 pupils (second grade 1 boy and 10 girls) whose IQ ratios varied between 55 and 75 and whose age was between 8 and 12 years. Three variables were considered to measure the impact of collaborative web-based learning on students’ knowledge and performance of 1) ablution, 2) prayer and 3) self-care tasks. Standard deviation for the first variable “ablution” was 2.87 in the pre-test and 2.27 in the post-test. Such results could be attributed to the size of the sample being too small. Also, findings revealed that web-based collaborative learning was highly effective and did achieve the goals for which it was implemented; namely: optimizing students’ performance skills and acquisition of knowledge, noting that the highest impact was in optimizing students’ performance of skills relevant to the self-care variable. (Published Abstract)