واقع التعلم الإلکتروني في مدارس المرحلة المتوسطة في دولة الکويت "دراسة ميدانية". The Status-Quo of E-Learning in Preparatory Schools Level in the State of Kuwait (Field Study). | ||||
| التربية (الأزهر): مجلة علمية محکمة للبحوث التربوية والنفسية والاجتماعية) | ||||
| Article 7, Volume 39, 185ج1, January 2020, Page 243-292 PDF (959.14 K) | ||||
| Document Type: بحوث فی مجال الإدارة التعلیمیة والتخطیط التربوی والدراسات المقارنة | ||||
| DOI: 10.21608/jsrep.2020.75970 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| دلال فرحان نافع العنزي; محمد حمد العتل; ابتسام محمد رشيد عقيل | ||||
| کلية التربية الأساسية - الکويت | ||||
| Abstract | ||||
| هدفت الدراسة الحالية إلى استطلاع الواقع الحالي للتعلم الإلکتروني الذي يعد أحد أساليب التعلم التي تعتمد على التکنولوجيا في المرحلة المتوسطة في دولة الکويت، وذلک من خلال الوقوف على إيجابياته وسلبياته من وجهة نظر المعلمين، ومدى استفادة الطالبات من التعلم الإلکتروني، وهل تختلف وجهات نظرهم نحو التعلم الإلکتروني باختلاف التخصص، والمؤهل العلمي، والخبرات التدريسية، ودرجة المعرفة باستخدام الحاسوب. تکونت عينة الدراسة من 200 معلمة من معلمات المرحلة المتوسطة من 6 تخصصات علمية، ولجمع البيانات تم استخدام استبانة مکونة من(41) فقرة تعبر عن درجة استعدادهم وتأهيلهم للتدريس بالطريقة الإلکترونية، وإيجابيات وسلبيات التعلم الإلکتروني. أظهرت نتائج الدراسة أن محور ايجابيات استخدام طريقة التعلم الإلکتروني قد جاء بالمقدمة وبمستوى مرتفع، تلاه محور التأهيل بمستوى متوسط، ثم محور الإستعداد بمستوى متوسط، وفي الترتيب الأخير محور السلبيات بمستوى متوسط. کما أشارت الدراسة إلى النتائج الآتية: عدم وجدود فروق ذي دلالة احصائية في محاور کل من التأهيل، والإيجابيات، والسلبيات تعزي لمتغيري المؤهل الدراسي والتدريب. بينما يوجد فروق ذي دلالة إحصائية بين متوسط درجات المعلمات في جميع محاور الاستبانة تعزي للفروق في التخصص الدراسي، وعدم وجود فروق ذي دلالة إحصائية في محاور کل من الاستعداد، والتأهيل، والسلبيات تبعاً لمتغير الخبرة التدريسية،. بينما يوجد فروق ذي دلالة إحصائية في محور الايجابيات تعزي لمتغير الخبرة التدريسية، ووجود فروق ذي دلالة إحصائية تعزي للمؤهل الدراسي في محور الاستعداد.وفي ضوء هذه النتائج، قدمت بعض التوصيات والمقترحات. The study aimed to explore the current reality of E-learning, which is one of the methods of learning that depends on technology in the intermediate level in the State of Kuwait, by investigating the advantages and obstacles of implementation from teachers’ point of view, and the extent to which students benefit from E-learning, and whether their views differ towards e-learning according to specialization, academic qualification, teaching experience, and degree of computer knowledge. The study sample consisted of 200 teachers from the intermediate level of 6 academic subjects. To collect the data, a questionnaire was used to indicate their degree of readiness and capability of teaching. E-learning, and its advantages and obstacles. The results of the study showed that the advantages of using E-learning has come in the forefront and at a high level, followed by the capability and readiness at an average level. The study also found the following results: There are no statistically significance differences in the responses of teachers related to the capability, advantages, and obstacles, attributed to the variables of the academic qualification and training. while there were statistically significant differences attributed to the variances in academic specialization in the total grade of questionnaire from teachers’ perspective. There are statistically significant differences in the degree of readiness, capability and obstacles attributed to the variable of teaching experience, while there were no statistically significant differences in fields related to advantages attributed to the variable of teaching experience. The results also indicated that there were statistically significant differences attributed to the academic qualification related to readiness. In the light of these results, some recommendations and proposals were made | ||||
| Keywords | ||||
| واقع; التعلم الإلکتروني; التأهيل; الإيجابيات; السلبيات. status-quo؛ E-learning؛ Rehabilitation؛ positive aspects؛ negative aspects | ||||
| References | ||||
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