أثر الدعامات التعليمية (المباشرة / غير المباشرة) في منصات التعلم الرقمية على تنمية الجانب المعرفي والمهاري لإدارة وتنظيم الاستشهادات المرجعية الإلكترونية لدى طلاب الدراسات العليا بكلية التربية
The research aimed to reveal the preference of the type of instructional scaffoldings (direct versus indirect) in digital learning platforms, with regard to the development of the knowledge and skills of managing and organizing e-reference citations. The research design was based on two experimental groups. The measurement tools were achievement test and observation card. The research sample consisted of (33) postgraduate students at the Faculty of Education, Suez University; moreover, they were divided into two experimental groups. The first experimental group learned by using direct scaffoldings and consisted of (17) students. The second experimental group studied by using indirect scaffoldings and consisted of (16) students. The results indicated the effectiveness of both direct and indirect scaffoldings in digital learning platforms regarding developing of knowledge side. It also showed the preference of using indirect scaffoldings in developing the cognitive achievement associated with managing and organizing e-reference citations as opposed to direct scaffoldings. On the other hand, the results show the equal impact of the two types of direct and indirect scaffoldings in developing the skills associated with managing and organizing citations. (Published abstract)