أثر الدمج بين أساليب التعلم عن بعد واستراتيجية التساؤل الذاتي في كتابة مواد التعلم على دافعية المتعلمين ومهاراتهم في إعداد خطة البحث
The aim of this study was to investigate the impact of blending distance learning techniques with a self-questioning strategy on learners' motivation and writing skills in preparation of research proposal required in the research methodology course as compared to the traditional learning method. The study was conducted during 2010/2012 using the quasi-experimental design with posttest control groups design to test the following two hypotheses: Blending distance learning techniques with a self-questioning will motivate learners, and blending distance learning techniques with a self-questioning will enhance writing skills of learners when preparing research proposal, a basic requirement for MSC degree. The study sample was 33 fresh graduate students in the Technical Studies program of the Graduate Program at Arabian Gulf University, Manama, Kingdom of Bahrain. Students were either enrolled for the Research Methodology course during 2010-2011 (control group) or 2011-2012 (experimental group). The participant's motivation towards learning research methods course was measured through IMMS survey, which included four categories of motivation: confidence, attention, relevant or appropriate, and satisfaction. The skills of preparing Research Proposals were assessed through a performance checklist, which evaluated thirteen Basic skills. The results revealed that there were statistically significant differences between the experimental and control groups in all categories of the motivation, in favor of the experimental group. The results also revealed that there were statistical significant differences between the two groups in the skills of preparing research proposal, in favor of the experimental group. The study strongly recommended the blending learning techniques with a self-questioning strategy in teaching Research Methodology course, and encourages use of thesis new techniques in other courses as well. (Published abstract)