التفاعل بين نمط تقديم محتوى التعلم المصغر (بصريات متحركة/ بصريات ثابتة) والتخصص الأكاديمي (علمي/ أدبي) وأثره في الوعي بالتنمر الإلكتروني لدى طلاب كلية التربية وتقبلهم لتكنولوجيا التعليم عن بعد
The research aims to measure the interaction between the two modes of providing content for distance micro-learning (moving Visuals/fixed Visuals) and the academic specialization (scientific/literary) and its impact on awareness of electronic bullying and their acceptance of distance education technology among students of the Faculty of Education. and the basic experiment of the research was applied to a sample of students of the second year at the Faculty of Education, Mansoura University, consisting of (60) male and female students, thirty from the literary section and thirty from the scientific section. Each of them was randomly divided into two groups, each of which has lists of (15) male and female students, according to the semi-experimental design of the research: The first experimental group: the pattern of providing the content of distance micro-learning (moving Visuals) and the academic specialization (scientific). The second experimental group: the pattern of providing the content of distance learning (fixed Visuals) and the academic specialization (scientific). The third experimental group: the pattern of providing the content of distance micro-learning (moving Visuals) and academic specialization (literary). The fourth experimental group: the pattern of providing the content of distance micro-learning (fixed Visuals) and the academic specialization (literary). The research tools were the electronic bullying awareness scale, the distance education technology acceptance scale. After implementing the experiment and statistically processing the data, the results of the research concluded: that the pattern of providing micro-learning content (moving Visuals) is better than the pattern of providing micro-learning content (fixed Visuals) in the awareness of electronic bullying among students of the Faculty of Education and their acceptance of distance education technology, and that the academic-scientific specialization is better than the literary academic specialization in the awareness of electronic bullying among students of the Faculty of Education and their acceptance of distance education technology. The interaction between the pattern of providing micro-learning content (moving Visuals/ fixed Visuals) and the academic specialization (scientific / literary) has had an effect in favor of the group of the pattern of providing micro-learning content (moving Visuals) with a scientific academic specialization. The research recommends the necessity of training Faculty members in Egyptian universities on the use of micro-learning because it helped in the awareness of electronic bullying among students of the Faculty of Education and their acceptance of distance education technology. (Published abstract)