الأنشطة الفردية والتعاونية للتعلم الإلكتروني المصغر بالويب النقال ونمطان للدعم التعليمي وأثر تفاعلهما على تنمية التحصيل والحمل المعرفي لدى الطالبات المعلمات وتصوراتهن عن الدعم
The present research aims to design Individual and co-operative activities Micro E-learning by Mobile Web with its two patterns for educational support (Static - Dynamic) and to explore the effect of their interaction on developing academic achievement and cognitive loads in female teachers’ students and to explore their effect on their perceptions about support. This aim has been achieved through the design of individual and co-operative activities of Micro E-learning byMobile Web with its two patterns of educational support (Static – Dynamic). A combination of educational research methods was applied including the descriptive method, Systems development method, the experimental method and the qualitative research methods. The (2x2) factorial design was applied on a sample of (84) 3rd grade female students studying the educational literacy section in College of Women, Ain Shams University during the academic year 2020-2021. The studying sample those female students, have been divided into four experimental groups: The 1st experimental group has been taught by the individual activities with dynamic support, The 2nd experimental group has been taught by the individual activities with static support, the 3rd experimental group has been taught by cooperative activities with dynamic support and 4th experimental group has been taught by cooperative activities with static support Moreover, the learning environment has been designed by using El Gazer's (2014) ISD Model and in accordance with the design standards. The following tools have also been used: knowledge Acquisition Test, Cognitive Load measure and a questionnaire to explore the perceptions of the female students, included in the study's sample, about the educational support with its two patterns (Static – Dynamic). The results reached by the research, showed that there is no statistically significant difference on the knowledge acquisition post-test between the overage scores obtained by female students who were taught by individual activities and those who were taught by cooperative activities. While there is a statistically significant difference between them in the gain on knowledge acquisition and such difference titled in favour of the individual activities. There is also no statistically significant difference on the cognitive load between those female students. The study's results also Indicated that there are no statistically significant differences between the female students who were taught by static support and those who were taught by dynamic support in relation to: the Post knowledge acquisition, gain in knowledge acquisition and the cognitive load. In addition, the study`s results proved that there is no effect of interaction between the activities Practice pattern (Individual – Cooperative) and the educational support pattern (Static – Dynamic), on the research`s dependent variables. Moreover, the quantitative and qualitative analysis of the female students` responses to the questionnaire exploring their Perceptions about educational support, revealed that the female students had positive attitude towards the static and dynamic support such positive attitude is represented by: The female students agreement that both patterns of educational support had helped them in effectively learning the micro content and in answering the questions included in the activities and as a result, those female students expressed their desire to repeat such method of educational support in other academic courses. Moreover, all female students preferred to use both patterns of educational support (static and dynamic) on an equal footing except female students of the 4th experimental group who significantly preferred to use the static support to the dynamic one. (Published abstract)