تصميم بيئة تعلم تشاركية قائمة على الدمج بين استراتيجية التعلم النشط وتطبيقات جوجل التفاعلية لتنمية مهارات إنتاج برامج الفيديو التعليمية لدى طلاب تكنولوجيا التعليم في كلية التربية الأساسية بدولة الكويت
This research aimed at identifying the impact of creating a participatory learning environment based on the integration between active learning strategy and Google interactive applications for the improvement of the skills of educational video production among educational technology students in the College of Basic Education in Kuwait. To achieve such an objective, a quasi-experimental approach was used for the implementation of the research experiment. The research sample composed of (52) female students divided into two experimental groups: the first group consisted of (26) female students and the second group consisted of (26) female students, and they were randomly selected from the students enrolled in the College of Basic Education, Educational Technology Department. Moreover, the tools used in the current research included the achievement test to evaluate the cognitive aspects of the skills of educational video production, the observation card, and the product evaluation card used for evaluating the performance aspects of the skills of educational video production. The research concluded that the participatory learning environment based on the integration between active learning strategy and Google interactive applications for the improvement of the skills of educational video production was effective. The results of the research also concluded that there was a statistically significant difference at the level of (0.05) between the mean scores of the students of the first experimental group (the participatory learning environment) and the mean scores of the students of the second experimental group (the participatory learning environment based on the integration between active learning strategy and Google interactive applications) in the pre and post-application of the achievement test related to the cognitive aspect of the skills of educational video production, in favor of the students of the second experimental group. There was a statistically significant difference at the level of (0.05) between the mean scores of the students of the first experimental group (the participatory learning environment) and the mean scores of the students of the second experimental group (the participatory learning environment based on the integration between active learning strategy and Google interactive applications) in the pre and post-application of the of the observation card related to the performance aspect of the skills of educational video production, in favor of the student of the second experimental group; and finally, there was a statistically significant difference at the level of (0.05) between the mean scores of the students of the first experimental group (the participatory learning environment) and the mean scores of the students of the second experimental group (the participatory learning environment based on the integration between active learning strategy and Google interactive applications) in the pre and post-application of the product evaluation card, in favor of the students of the second experimental group. (Author’s abstract)