أثر التفاعل بين مستويات الدعم (الموجزة - المتوسطة - التفصيلية) في التعلم الإلكتروني المنتشر وأسلوب التعلم (الكلي - التتابعي) على تنمية مهارات حل المشكلات والتنظيم الذاتي لدى طلاب تكنولوجيا التعليم
Learning support is used in learning environments to achieve many learning goals and functions. It is used in these environments to help students to simplify, understand the educational tasks and help them to solve the problems they face. This support is provided at several levels: brief, medium and detailed. This level of support is affected by its three levels by global and sequential learning method. The current research aims at revealing the effect of the interaction between the three levels of support and the method of global and sequential learning in the development of problem solving skills and self-regulation among students of education technology, through the computer languages curriculum. For this purpose, the researcher used the developing research method and developed three differing learning environments, according to levels of support, and prepared the research tools, which consisted of a test for the development of problem solving skills, a measure of the skills of self¬-regulation as well as the Felder and Silverman measure of the learning method (global-sequential) and used the experimental design which is a Type of overall design (3 x 2) and chose a sample of third-year students of the Division of Education Technology and Computer, consisting of 72 students for basic experience divided into six experimental groups according to the level of support and learning method. She then conducted the appropriate statistical treatments and came to some outcomes. The most effectiveness is the three levels of support (brief- medium- detailed) in the learning environment prevalent in the development of the skills of problem solving and self - regulation of students of educational technology. The experimental treatment of the detailed level of support was the best, then the experimental treatment of the brief level of support, and finally the experimental treatment of the medium support level. Also she found the interaction between the levels of support and the global and sequential learning method led to the development of problem solving skills and sell - regulation among students of Education technology, in the light of that. I made the appropriate recommendations and proposals. (Author’s abstract)