أثر نمطين للتشارك (متزامن ولا متزامن) في بيئة التعلم المقلوب على تنمية مهارات التصميم التعليمي والحمل المعرفي لدى طلاب تكنولوجيا التعليم متحملي الغموض وغير متحملي الغموض
This study was aims to make Collaboration in flipped learning environment, and measuring the effect of the interaction between the Collaboration Styles (Synchronous and Asynchronous) and the cognitive style (tolerance of ambiguity/ intolerance of ambiguity) on cognitive achievement, performance of instructional design skills, and cognitive load. The research sample is of the fourth grade students at the Faculty of Specific Education, Menoufia University, numbering (40) students. They were divided according to the cognitive style into four experimental groups. The results of the study confirm that there are no statistically significant differences between the average scores of students in the cognitive achievement test due to the main effect of the Collaboration Styles, While there are differences due to the influence of the cognitive style, and the interaction between the Collaboration Styles and the cognitive style. The results also indicated that there were no statistically significant differences between the average scores of the students in the product evaluation card due to the main effect of the Collaboration Styles or the cognitive style or the interaction between them. The results also indicated that there were statistically significant differences between the average of the students’ average scores in the cognitive load scale due to the main effect of Collaboration Styles and the cognitive style and the interaction between them. The researcher recommended making flipped learning one of the main tools that enable learners to carry out different learning activities, and interest in research on the interaction between readiness and processing to enrich educational technology research. (Author’s abstract)