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A1 خليفة، زينب محمد حسن. AB This research aims to: reveal the impact of the provision of guidance at different timings in the video (before - according to the need of the learner - after) in the flipped learning environment, and the effect of interaction between the timing of the provision of guidance and the cognitive method (tolerate ambiguity- do not tolerate ambiguity) on the development of the skills of production of electronic courses from the knowledge and skills side and the quality of the end product. In light of this the researcher adopted the experimental design (2x3) so that the experimental design includes two independent variables: 1) the timing of the provision of guidance in the learning video, and 2) the cognitive method. The research also included a dependent variable that includes the cognitive side that has been measured by an achievement test, the skills side that has been measured by a performance assessment card and measuring the quality of the product by a quality of production of electronic courses card. The research sample consisted of (30) learners from the faculty assistants at faculty of specific education and faculty of education, at Ain shams university. The results of the research concluded that: there are statistically significant differences at the level (0.05), depending on the difference in guidance timing (before display- depending on the need of the learner- after display). In the post learning achievement test, the result was in favor of the group that was provided guidance before the display. The lack of statistically significant differences at the level of (0.05) between the average score of the learners for the experimental groups in the post learning achievement test is due to the primary effect of the cognitive method. The significant differences at the level (0.05) between the mean scores of students in the experimental group’s post learning achievement test is due to the interaction between the timing of the provision of guidance and cognitive method. There were no statistically significant differences at the level of (0.05), depending on the difference in the guidance timing (before display- depending on the need of the learner- after display) in the performative aspect of the production of electronic courses. There were no statistically significant differences at the level of (0.05) according to different cognitive methods (tolerate ambiguity- do not tolerate ambiguity) in the performative aspect of the production of electronic courses. There were no statistically significant differences at the level of (0.05)that are due to the interaction of guidance timing (before display- depending on the need of the learner- after display) and the cognitive method (tolerate ambiguity- do not tolerate ambiguity) in the performative aspect of the production of electronic courses. There are no statistically significant effects at the level of (0.05) that are due to the essential effect of the guidance timing in the video (before display- depending on the need of the learner- after display) in the quality of the final product. There are statistically significant differences at the level (0.05) that are depending on the difference in the cognitive method (tolerate ambiguity- do not tolerate ambiguity) in the quality of production of electronic courses. There are statistically significant differences at the level (0.05) that are due to the interaction of guidance timing (before display- depending on the need of the learner- after display) and cognitive method (tolerate ambiguity- do not tolerate ambiguity ) in the quality of production of electronic courses. There was also the impact of the interaction between the two independent variables (timing of guidance and the cognitive method) to research the dependent variables in the production of courses (the cognitive achievement and product quality), while on the skills side, there were no significant differences. (Published Abstract) http://search.shamaa.org/abstract_en.gif ID 125464 OP ص ص. 65-138 T1 أثر التفاعل بين توقيت تقديم التوجيه والأسلوب المعرفي في بيئة التعلم المعكوس على تنمية مهارات إنتاج المقررات الإلكترونية لدى أعضاء الهيئة التدريسية المعاونة [مقال] UL 1 http://search.shamaa.org/fulltext.gif http://search.shamaa.org/PDF/Articles/EGAsep/AsepNo77Y2016/asep_2016-n77_065-138.pdf النص الكامل (PDF)