تصميمات الفواصل النسبية للجداول الزمنية للتعلم (الثابتة - الموسعة - المتناقصة) بالتعلم الإلكتروني متعدد الفواصل وأثرهم على التحصيل وبقاء أثر التعلم والاستمتاع به لدى الطالبات المعلمات
The research aims to develop relative spacing designs for learning schedules (i.e Constant expanding contracting learning schedules) at spaced E-learning and to reveal their effects on academic achievement, learning retention and enjoyment of learning in female teachers’ students. In order to achieve this aim, the development researchers’ method, the specific research method and Mohamed El Dousoki’s (2012) model for educational design, have been used to develop these relative spacing designs for learning schedules (i.e Constant expanding contracting learning schedules) at spaced E-learning environment based on Moodle. Moreover, an experimental design extension with one group, a pretest and posttest has been applied in three treatments. The study’s sample consisted of a number of (102) third grade female students (literary section) at College of Girls. Those female students have been divided into three experimental groups. The female researcher used the following research’s tools: immediate pre/post and post/delayed achievement tests used to evaluate female students learning of concepts taught to them in the four learning sessions and a learning enjoyment measure has also been used. The study’s results from the three groups in the four learning sessions revealed that there is an increase in the immediate and delayed post achievement test as compared to the pretest and that the female students reached a 95% proficiency level at all immediate and delayed posttest. The study’s results also showed that there are no differences among the three experimental groups in the relation to the average scores obtained by the female students on the immediate and delayed posttest applications and that the relative spacing designs have achieved a big effect size on the immediate and delayed post achievement test for all learning sessions. In addition, the study’s results indicated that there are no differences between the immediate and delayed posttest applications and this in turn positively proves the learning retention effect for the three experimental groups in all the learning sessions except the second session in which the difference tilted in favor of the immediate posttest application as regards to the constant and contracting spacing schedules groups. These results also showed that there are no statistically significant differences on the learning enjoyment measure between the average scores obtained by the three experimental groups as a whole and individually in relation to each dimension. Moreover, the specific analysis of the learning enjoyment measure revealed that the general tendency on the dimensions of: enjoyment, proficiency, improvement and engagement ranges between: "Agree to some extent" to "Agree". (Published abstract)