التفاعل بين نمط الدعم(الثابت/المرن)ومرکزالضبط(الداخلى/الخارجى)فى بيئة تعلم إلکترونية شخصية قائمة على تطبيقات إنترنت الأشياء وأثره على تنمية مهارات تصميم وإنشاء مواقع الويب والدافع المعرفى لدى طلاب المرحلة الإعدادية | ||||
| المجلة العلمية المحکمة للجمعية المصرية للکمبيوتر التعليمي | ||||
| Article 5, Volume 8, Issue 1 - Serial Number 15, June 2020, Page 165-261 PDF (2.46 MB) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/eaec.2020.25354.1014 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
حسناء عبد العاطى إسماعيل الطباخ; آية طلعت أحمد إسماعيل 
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| قسم تکنولوجيا التعليم کلية التربية النوعية جامعة طنطا | ||||
| Abstract | ||||
| هدف البحث إلى تنمية مهارات تصميم وإنشاء مواقع الويب والدافع المعرفى لدى طلاب المرحلة الإعدادية، وذلک من خلال قياس أثر التفاعل بين نمط الدعم (الثابت/ المرن) ومرکز الضبط (الداخلى/ الخارجى) فى بيئة تعلم إلکترونية شخصية قائمة على تطبيقات إنترنت الأشياء، وتم تطبيق التجربة على عينة تکونت من (100) طالب فى الصف الثانى بالمرحلة الإعدادية بمدرسة سعد زغلول للتعليم الأساسى إدارة شرق طنطا بمحافظة الغربية فى الفصل الدراسى الأول للعام الدراسى2019/2020م، وتم تقسيمهم فى البداية من خلال مقياس مرکز الضبط إلى (44) طالب لديهم مرکز ضبط داخلى، و(56) طالب لديهم مرکز ضبط خارجى، ثم تم تقسيم کل مجموعة وفقا لنمط مرکز الضبط عشوائيا إلى مجموعتين، لتظهر المجموعات التجريبية الأربعة بالترتيب: المجموعة التجريبية الأولى (نمط الدعم الثابت/ مرکز الضبط الداخلى) (22) طالب، المجموعة التجريبية الثانية (نمط الدعم الثابت/ مرکز الضبط الخارجى) (28) طالب، والمجموعة التجريبية الثالثة( نمط الدعم المرن/ مرکز الضبط الداخلى) (22) طالب، والمجموعة التجريبية الرابعة(نمط الدعم المرن/ مرکز الضبط الخارجى) (28) طالب، وبعد تنفيذ التجربة تم حساب درجات الطلاب ومعالجة النتائج الإحصائية، وکشفت النتائج عن وجود علاقة إرتباطية موجبة بين درجات طلاب المجموعات التجريبية فى کل أدوات البحث، وکذلک تفوق المجموعة التجريبية الثالثة (نمط الدعم المرن/ مرکز الضبط الداخلى) على باقى المجموعات التجريبية الأخرى فى کل أدوات البحث. | ||||
| Keywords | ||||
| نمط الدعم; مرکز الضبط; بيئة تعلم إلکترونية شخصية; إنترنت الأشياء; الدافع المعرفى | ||||
| References | ||||
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