شبكة المعلومات العربية التربوية

The research aims at determining the suitable strategy for designing blended learning environments for students / teachers at Faculty of Education who have internal and external setting interface concerning their effect on cognitive and psychomotor aspect for instructional design skills and the students involvement in the blended learning environment. The research results indicated that there is no statistically difference at the level of ≤ 0.05 between the mean scores of the two experimental group’s students in the achievement test of the skill and the assessment card to the skills of instructional design product by using blended learning which return to the main of involving strategy. The results indicated that there is an effect to the students Engagement in learning environment strategy for Proactive blended learning, the results also indicated that there is statistically difference at the level of ≤ 0.05 between the mean scores of the two experimental groups students returns to the main effect of cognitive style of the " Locus Of Control ( internal versus external)for the students who have internal setting in the skill achievement test and the assessment card of instructional design product. There is also an effect to the interaction between the two variables in the students performance in the instructional design skills. (Published abstract)