نموذج مقترح للتدريب الالكتروني عبر المنصات الرقمية وأثره على التفكير فوق المعرفي لدى معلمي التعليم العام في محافظة جدة
الكلمات المفتاحية:
التدريب الإلكتروني، المنصات الرقمية، التفكير فوق المعرفي
الملخص
استهدف البحث الحالي تطوير نموذج مقترح للتدريب الإلكتروني عبر المنصات الرقمية وبيان أثره على التفكير فوق المعرفي لدى معلمي التعليم العام في جدة. اعتمد البحث على المنهج شبه التجريبي للمقارنة بين مجموعتي البحث، حيث تدرس المجموعة التجريبية باستخدام البرنامج التدريبي عبر المنصة الرقمية، والمجموعة الضابطة التي تستخدم البرنامج التدريبي الاعتيادي. تكونت عينة البحث من (60) معلم، تم توزيعهم عشوائيًا على مجموعتي البحث بواقع (30) معلم في كل مجموعة. من خلال البحث الحالي تم تطوير قائمة بمهارات التفكير فوق المعرفي تضمنت ثلاث مهارات أساسية: التخطيط، والمراقبة والتحكم، والتقويم. وأظهرت النتائج أفضلية المجموعة التجريبية التي استخدمت المنصة الرقمية بالمقارنة مع المجموعة الضابطة التي استخدمت الطريقة الاعتيادية في التدريب وذلك فيما يتعلق بتحسن مستوى مهارات التفكير فوق المعرفي. أوصى البحث بضرورة التوسع في توظيف المنصات الرقمية في عمليات التدريب الإلكتروني لمعلمي التعليم العام.
المراجع
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16. Alhalafawy, W. S., & Zaki, M. Z. (2022). How has gamification within digital platforms affected self-regulated learning skills during the COVID-19 pandemic? Mixed-methods research. International Journal of Emerging Technologies in Learning (iJET), 17(6), 123-151. doi:https://doi.org/10.3991/ijet.v17i06.28885
17. Alhalafawy, W. S., & Zaki, M. Z. T. (2019). The Effect of Mobile Digital Content Applications Based on Gamification in the Development of Psychological Well-Being. International Journal of Interactive Mobile Technologies, 13(8). doi:https://doi.org/10.3991/ijim.v13i08.10725
18. Alnimran, F. M., & alhalafawy, w. s. (2024). Qualitative Exploration of the Opportunities and Challenges of Online Training According to the Behavioral Intention Variables of the Most Trained Teachers During the COVID-19 Pandemic. Journal of Infrastructure, Policy and Development, 8(7).
19. Alshammary, F. M., & Alhalafawy, W. S. (2022). Sustaining Enhancement of Learning Outcomes across Digital Platforms during the COVID-19 Pandemic: A Systematic Review. Journal of Positive School Psychology, 6(9), 2279-2301.
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21. Alzahrani, F. K., & Alhalafawy, W. S. (2023). Gamification for Learning Sustainability in the Blackboard System: Motivators and Obstacles from Faculty Members Perspectives. Sustainability, 15(5), 4613. doi:doi.org/10.3390/su15054613
22. Alzahrani, F. K. J., & Alhalafawy, W. S. (2022). Benefits And Challenges Of Using Gamification Across Distance Learning Platforms At Higher Education: A Systematic Review Of Research Studies Published During The COVID-19 Pandemic. Journal of Positive School Psychology (JPSP), 6(10), 1948-1977.
23. Alzahrani, F. K. J., Alhalafawy, W. S., & Alshammary, F. M. (2023). Teachers’ Perceptions of Madrasati Learning Management System (LMS) at Public Schools in Jeddah. Journal of Arts, Literature, Humanities and Social Sciences(97), 345-363. doi:DOI: https://doi.org/10.33193/JALHSS.97.2023.941
24. Alzahrani, F. K. J., Alshammary, F. M., & Alhalafawy, W. S. (2022). Gamified Platforms: The Impact of Digital Incentives on Engagement in Learning During Covide-19 Pandemic. Cultural Management: Science and Education (CMSE), 7(2), 75-87. doi:10.30819/cmse.6-2.05
25. Bandura, A. (2006). Toward a psychology of human agency. Perspectives on psychological science, 1(2), 164-180.
26. Bove, L. A., & Conklin, S. (2020). Learning strategies for faculty during a learning management system migration. Online Journal of Distance Learning Administration, 23(1), 1-10.
27. Cano, E. V., & Garca, M. S. (2015). Analysis of risks in a Learning Management System: A case study in the Spanish National University of Distance Education (UNED). Journal of New Approaches in Educational Research (NAER Journal), 4(1), 62-68.
28. Chen, T., Peng, L., Jing, B., Wu, C., Yang, J., & Cong, G. (2020). The impact of the COVID-19 pandemic on user experience with online education platforms in China. Sustainability (Switzerland), 12(18). doi:10.3390/SU12187329
29. Connor, C. M., Day, S. L., Zargar, E., Wood, T. S., Taylor, K. S., Jones, M. R., & Hwang, J. K. (2019). Building word knowledge, learning strategies, and metacognition with the Word-Knowledge e-Book. Computers & Education, 128, 284-311. doi:https://doi.org/10.1016/j.compedu.2018.09.016
30. Dalponte Ayastuy, M., Torres, D., & Fernández, A. (2021). Adaptive gamification in Collaborative systems, a systematic mapping study. Computer Science Review, 39, 100333. doi:https://doi.org/10.1016/j.cosrev.2020.100333
31. De Notaris, D., Canazza, S., Mariconda, C., & Paulon, C. (2021). How to play a MOOC: Practices and simulation. Entertainment Computing, 37, 100395. doi:https://doi.org/10.1016/j.entcom.2020.100395
32. Dick, W., Carey, L., & Carey, J. O. (2001). The systematic design of instruction (5 ed.). New York: Addison-Wesley, Longman.
33. Fashina, T., & Adisa, O. (2021). Perception and Readiness Towards Integration of Learning Management System (LMS) Into Open and Distance Education.
34. Fathima, M. P., Sasikumar, N., & Roja, M. P. (2014). Enhancing teaching competency of graduate teacher trainees through metacognitive intervention strategies. American Journal of Applied Psychology, 2(1), 27-32.
35. Ferro, L. S. (2021). The Game Element and Mechanic (GEM) framework: A structural approach for implementing game elements and mechanics into game experiences. Entertainment Computing, 36, 100375. doi:https://doi.org/10.1016/j.entcom.2020.100375
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منشور
2024-05-14
كيفية الاقتباس
د. نايف سعود العنزي. (2024). نموذج مقترح للتدريب الالكتروني عبر المنصات الرقمية وأثره على التفكير فوق المعرفي لدى معلمي التعليم العام في محافظة جدة. Journal of Educational and Human Sciences, (35), 286-303. https://doi.org/10.33193/JEAHS.35.2024.513
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