أثر الإستراتيجيات المعتمدة من قبل المعلمين في التعلم من بعد على تنمية مهارات التعلم الذاتي لدى المتعلمين
This study aimed to identify the impact of the strategies adopted by teachers in distance learning on the development of self-learning skills among first-grade secondary students in some Catholic schools in the Department of Education Center in Alexandria governorate (Egypt). Based on the nature of the study and the objectives it seeks to achieve, we used the descriptive-analytical approach, applying several tools such as an interview with the headteachers supervising the teachers, and a teacher-oriented questionnaire to measure the strategies used by teachers in distance learning, the degree of acquisition of self-learning skills, and identify the difficulties faced by teachers in distance learning. In addition to a questionnaire aimed at learners to determine the methods followed by teachers in distance learning, and the degree to which learners acquire the skill of self-learning, the sample of the study, which was selected at random, consisted of (16) first teachers, (37) teachers from the first-grade secondary teachers in the selected schools, and (105) learners from in the selected schools. The study found a positive correlation between the degree of acquisition of self-learning skills by learners and the adoption by teachers of the inverted separation strategy in distance learning classes, and statistically significant differences in the level of teacher skills in dealing with technology attributable to the female gender variant, and statistically significant differences in the adoption by teachers of various methods of distance learning attributable to the school management plan. The results also showed that there are statistically significant differences in the degree of teachers adopting strategies that help develop self-learning skills due to the variable of teachers following specialized training courses, and there are statistically significant differences in the degree of learners acquiring self-learning skills due to the extent of their ability to deal with electronic information. (Published abstract)