شبكة المعلومات العربية التربوية

The current study sought to probe into the influence of two electronic interactive strategies, peer interaction and multi-group interaction, on developing electronic courses production skills of intellectual special education schools teachers. Participants of the study comprised of 60 teachers who were assigned into two groups. The study utilized two tools to achieve the purpose of the study; an achievement test and a performance observation sheet. The results of the study revealed that there was a statistically significant difference at ≤ .05 level between the mean scores attained by the experimental group students (who were taught using peer interaction strategy) in the pre and post administration of both the achievement test and the observation sheet in favor of the posttest. In addition, the results also highlighted that there was a statistically significant difference at ≤ .05 level between the mean scores attained by the second experimental group students (who were taught using multi-group interaction strategy) in the pre and post administration of the achievement test and the observation sheet in favor of the posttest. Finally, the study revealed a statistically significant correlation at ≤ .05 level between the participants' achievement and their practical performance related to electronic courses production skills. (Published Abstract)