The Effect of E-learning Scaffolding (Direct vs. Indirect) in a flipped classroom on developing audio programs design and production skills and learning involvement among Specific Education College students | ||||
| SVU Journal of Abstracts | ||||
| Article 3, Volume 3, Issue 1, January 2021, Page 4-4 PDF (286.79 K) | ||||
| Document Type: Abstracts | ||||
| DOI: 10.21608/svuja.2021.83731.1003 | ||||
 View on SCiNiTO | ||||
| Author | ||||
Ahlam Eldesoky 
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| Faculty of Education, Assiut University | ||||
| Abstract | ||||
| This study aimed at measuring the effect of E-leaning scaffolding (Direct Vs. Indirect) within a flipped classroom on developing audio-digital software production and design skills as well as learning involvement among students of the College of Specific Education in Assiut University, The pre-posttest one-group research design was adopted. The participants included 60 first year students in the Technology of Education Department in Assiut University. They were divided into two experimental groups; 1st experimental group (N=30) studying through E-learning direct scaffolding technique and the 2nd experimental group (N=30) studying through E-learning indirect scaffolding technique. The study included four variables: achievement, skill performance, quality of design and production of audio-digital software and learning involvement. Results revealed that there were statistically significant differences on level ≤ 0.05 among the post applications mean scores of the 1st experimental group students and those of the 2nd experimental one favoring those of the 1st experimental group. | ||||
| Keywords | ||||
| Flipped Classroom; E-learning Direct and Indirect Scaffolding; Achievement; Learning Involvement | ||||
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