شبكة المعلومات العربية التربوية

The research aimed to design collaborative electronic mind maps (synchronous / asynchronous), and to identify their impact on the development of immediate and referral achievement among students of the College of Education at the University of Hail. The students were classified according to the cognitive method (rigidity / flexibility). The study used the quasi experimental method and the number of the research sample is (40) students. They were divided into (4) experimental groups, each group consisting of (10) students. The experiment was applied in the first semester of the academic year 20/21. The content was studied electronically from a distance using the learning management platform “blackboard” and electronic mental maps were shared among students in a pattern (synchronous / asynchronous). The effect of this on the development of immediate cognitive achievement was measured through the achievement test prepared by the researcher electronically. It was applied immediately after completion from studying the content and retesting again after two weeks to measure the survival of the learning effect on students. The researcher's findings confirmed that learning through simultaneous collaborative mental maps had a positive effect on immediate and relayed achievement of learning through asynchronous collaborative mental maps. The study results also confirmed that there were differences between the averages of the students' grades of the experimental groups in the immediate and postponed achievement test due to the basic effect of the cognitive style pattern (rigidity - flexibility) on the students of the College of Education and that was in favor of the customary method (flexibility). The results have found that there are statistically significant differences at the level of 0.05 between the mean grades of the experimental groups students in the immediate and postponed achievement test due to the bilateral interaction between the pattern of collaborative mental maps and the cognitive method among the students of the College of Education. The differences were in favor of the experimental group that studied using the maps Simultaneous Collaborative Mindset and the Cognitive Method (Flexibility). (Published abstract)