مستوى توظيف التعليم الافتراضي في تنمية مهارات التعلم الذاتي للطلبة معلمي التربية الإسلامية في كلية التربية بجامعة الكويت من وجهة نظرهم
This study examined the extent to which virtual learning environment fosters self-learning skills among Islamic education student’s teachers at the College of Education- Kuwait University and its relationship with the accumulative average, and gender variables. An analytical descriptive approach was applied to identify Islamic Education student’s teachers’ expectations regarding their acquisition of self-learning skills within the virtual learning experience and the challenges they confronted. An electronic questionnaire was completed by 136 Islamic Education student’s teachers. The study indicated that the participants experienced anxiety due to their unfamiliarity with navigating this novel learning environment and attributed to limited prior exposure and the abrupt transition resulting in low self-esteem. The results showed that cumulative average and gender did not significantly differ in sample satisfaction with developing self-learning skills in the virtual learning environment. Conclusion: More attention needs to be directed by the College of Education toward enhancing student’s teachers’ self-learning skills. (Published abstract)