أثر نمط الدعم ببيئة التعلم الإلكتروني التشاركي في تنمية مهارات البرمجة الشيئية والكفاءة الذاتية لدي طلاب المرحلة الثانوية
The current research aims to: determine the impact of the support pattern in the participatory e-learning environment in developing the skills of object-oriented programming and the self-efficacy of secondary-level students, and the current research is limited to (standard learner support), The experimental semi-experimental approach, based on the two pilot groups, was built to ensure a quasi-experimental design, a participatory e-learning environment based on a support (teacher) pattern, an e-learning environment Participatory based on the learner's support pattern and two dependent variables, namely, object-oriented programming skills, self-efficacy. The research sample consisted of: (60) students from the first secondary grade enrolled for the second semester at the Coptic Secondary School for boys in Tanta, and were divided into two experimental groups according to the support model where each trial group consists of (30) students. The research tools were (cognitive achievement test to measure cognitive aspect in object-oriented programming skills, skill performance note card, self-efficacy gauge), arithmetic averages and test "t" were used to test the research hypotheses, and the results of the research showed that there is a difference D Statistically at the level (0.05) between the mid-grades of students of the two experimental groups in the dimensional application-for the benefit of the group (learner support) in the results of the achievement test of object-oriented programming skills of first-grade secondary students, and also explained the results That there is a statistically significant difference at (0.05) level between the two intermediate grades of the experimental groups (the first teacher support pattern) and the second (learner support pattern) in the dimensional application-for the benefit of the learner Support Group in the skill performance of the card Observation of object-oriented programming skills, and also the results show that there is a statistically significant difference at (0.05) level between the students of the two experimental groups in the dimensional application-in favors of the second experimental Group (learner support) in The measure of self-efficacy. The research recommended the design of participatory e-learning environments with learner support in teaching different courses. (Author’s abstract)