شبكة المعلومات العربية التربوية

This study aims to investigate the impact of the relationship between the navigation type the study on increasing levels of reflective thinking on the scholastic achievement in an online course. It attempts to provide the specialists with a set of standard guidelines related to the presentation of the educational content and navigation in such courses and their interaction with the students' attitudes. The study is to address the influence of navigation, the level of attitudes, and the effect of the interaction between these variables on cognitive achievement and levels of reflective thinking among a sample of 67 students selected randomly from the Faculty of Education who are studying Technology Integration in Learning Environment course (wsl- 242). The results of the study showed that the scores of the experimental group members are high in the scholastic achievement test. Students with deep attitude to study achieved better grades than those with low-level attitude. The organization and correlation within the educational contents gave the students the opportunity to organize their thoughts and arrange their ideas, thus, increasing the levels of reflective thinking of students who use hybrid navigation. However, the order of the levels of reflective thinking for high and low scholastic achievement students were understanding, and then thinking, followed by critical thinking, and finally routine work. The study recommends more consideration to the design of educational courses and the selection of wandering and matching style that fits the academic content and learners’ characteristics. It also encourages prior knowledge of students’ attitudes towards learning and working to improve these attitudes to be positive.(Published Abstract)