الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
 |  | from | 431 |  |  |
| | | from | 431 | | |
المستخلص
The Introduction:
The increasing reliance on digital learning made the traditional learning resources no longer commensurate with the nature of learning or the characteristics of the learner, so there was an urgent need for unconventional communication channels and receptacles that carry information to the learner with the least time and effort and at the lowest possible cost. The so-called ”digital learning resources” emerged as the basic rule in employing modern technology to become the basic tool in education to help learners access information, communicate, and share experiences with each other and with others.
In view of this development, many studies emphasize the need to develop the skills of designing and producing digital learning resources for educational technology specialists, as it is one of the most important priorities for their preparation and development of their capabilities to be able to employ and use new applications in education on an ongoing basis. Due to the multiplicity of forms and elements of digital learning resources and the different production programs and possibilities of employing them, the trainees may face difficulty in designing and producing them, which appears in three types of cognitive load, namely the internal cognitive load, and the external cognitive load and the closely related cognitive load; so I recommend the educational designers to take into consideration the findings of the constructivism theory and information processing theory, as well as what is known as the cognitive load theory and taking its results into considerations of designing training situations.
The characteristics and aptitude of the learner form a very important aspect of the learning design aspects, as the learners differentiate in their cognitive background, personal characteristics, their learning methods, and their ways of treating information. Therefore, the evaluation of the efficiency of teaching treatment is now only done in light of the extent to which it accommodates the individual differences between learners. So, it is essential to design a learning process in accordance with the characteristics of the learners, their aptitude, intelligence, abilities, tendencies, and directions in order to achieve the desired educational goals with the least time, effort, and cost.
Therefore, it was important to search for the best method for training in e-learning environments, either by offering training content sequentially according to the needs of the trainee and organizing information in proportion to his cognitive background and its characteristics and learning method, known as adaptive training, or where the user is able to customize his own training environment, by taking responsibility for his apprenticeship and giving him the freedom to guide the training within a certain range, known as adaptable training.
The current study is based on the principles of the constructivism theory, which focuses on building new knowledge in light of the learner’s prior knowledge and experiences, and the cognitive load theory, one of the cognitive theories that seeks means and strategies to overcome the quantitative limitation of working memory in mental capacity, in designing the two methods of adaptive and adaptable training methods within the E-learning environment.
The learning method is related to the variants of the E-learning environment designs as it is considered an indication of how the individual learns, including the distinctive features that express his learning method and how he receives the information that he encounters in the training environment in order to adapt to it. Due to the individuals’ differences in their learning methods when they interact with the training material provided to them, learning outcomes are consequently affected.
Grasha-Riechmann is one of the rich knowledge styles that provides an explanation of individuals’ learning styles, among the learning methods according to this model: dependent learning method, which explains why students prefer to be guided by the instructor, who tells them what to do. Those kinds of students look up to their teachers and their peers as sources of assistance. As for the independent learning method, it explains that students who have a tendency to think for themselves instead of relying on the teachers’ answers, have a solid faith in their learning ability.
Therefore, the current research attempted to study the interaction between the (adaptive-adaptable) training style and the (dependent-independent) learning method in developing the skills of designing and producing some digital learning resources and reducing the cognitive load of students pursuing a professional diploma specializing in educational technology.
The research Problem:
The problem of the research occurred in the presence of a need to study the impact of the interaction between the (adaptive-adaptable) training style and the (dependent-independent) learning method in the e-learning environment in order to address the shortcomings in the skills of designing and producing digital learning resources and reduce the cognitive load on the educational technology diploma students.
The research questions:
1. What are the skills of designing and producing digital learning resources for students of the professional diploma specializing in educational technology at the Faculty of Education?
2. What are the design standards for the adaptive training environment to develop the skills of designing and producing digital learning resources and decrees the cognitive load of educational technology diploma students?
3. What are the design standards for an adaptable training environment to develop skills for designing and producing digital learning resources and to decrees the cognitive load of educational technology diploma students?
4. How can the electronic training environment be designed using the types of training (adaptive - adaptable) and the learning styles (dependent - independent) to develop the skills of designing and producing digital learning resources and decrees the cognitive load of educational technology diploma students?
5. What is the effect of the interaction between the types of training (adaptive - adaptable) and the learning style (dependent - independent) in the e-learning environment on developing the skills of designing and producing digital learning resources and decrees the cognitive load of educational technology diploma students?
This question was answered by answering the following sub-questions:
5/1 What is the impact of the interaction between the (adaptive-adaptable) training method and the (dependent-independent) learning style within the E-learning environment on the cognitive aspect of the skills of designing and producing digital learning resources among the Learning Technology Diploma students?
5/2 What is the impact of the interaction between the (adaptive – adaptable) training method and (dependent – independent) learning style within the E-learning environment on the performance aspect of the design and producing skills of digital learning resources among the Learning Technology Diploma Students?
5/3 What is the impact of the interaction between the (adaptive – adaptable) training method and the (dependent – independent) learning style within the E-learning environment on the quality of the digital learning resources product among the Learning Technology Diploma students?
5/4 What is the impact of the interaction between the (adaptive-adaptable) training method and the (dependent-independent) learning style within the E-learning environment on the cognitive load of the Learning Technology Diploma students?
Research Hypotheses:
1- There is no statistically significant difference between the experimental groups’ averages scores in the post measurements of the cognitive achievement test associated with design and production skills of digital learning resources that is attributed to the interaction between the (Adaptive-Adaptable) training method and the (Dependent-Independent) learning style within the E-learning Environment.
2- There is no statistically significant difference between the experimental groups’ average scores in the post measurements of the performance score card associated with design and production skills of digital learning resources that is attributed to the interaction between the (Adaptive-Adaptable) training method and the (Dependent-Independent) learning style with E-learning Environment.
3- There is no statistically significant difference between the averages of the experimental groups’ scores in the post measurements of the Product Evaluation Card of digital learning resources that is attributed to the interaction between the (Adaptive-Adaptable) training method and the (Dependent-Independent) learning style within the E-learning Environment.
4- There is no statistically significant difference between the averages of the two experimental groups’ scores in the post measurements of the cognitive load scale that is attributed to the interaction between the (Adaptive -Adaptable) training method and the (Dependent-Independent) learning style within the E-learning Environment.
Research Objective:
Monitor and analyze the impact of the interaction between the (Adaptive -Adaptable) training method and the (Dependent-Independent) learning style on both cognitive and performance aspects of the designing and producing skills of digital learning resources and the cognitive load of Learning Technology Diploma students.
Research Importance:
1- The research significance is represented in establishing a theoretical rooting of the adaptive learning field within a particular philosophical framework and employing it in the educational process. The research also identifies some relatively recent trends in e-training, like adaptive and adaptable training methods. Furthermore, it provides results on the effective interactive training method among dependent and independent vocational diploma students.
2- The research provides an adaptive training environment that includes both (adaptive and adaptable) training methods. Furthermore, it provides four tools that are designed according to the criteria of the process that students can exploit in similar studies, which are: a cognitive achievement test of the designing and producing skills of digital learning resources, performance score card of the designing and producing skills of digital learning resources; an evaluation card of the quality of the resource product; and a cognitive load scale.
Research limitations:
1- Spatial limitations: the research was applied in Faculty of Education at Sohag university.
2- Time limitations: the proposed training method was applied in the second semester of the 2021 – 2022 academic year.
3- Human Limitations: a random subject of vocational diploma students specialized in Learning Technology.
4- Topic Limitations: two training methods (adaptive – adaptable) within the e-learning environment, two learning styles (dependent – independent) according to Grasha & Riechmann model, and their interactive effect on designing and producing skills of digital learning resources, and on the cognitive load.
Research Subject:
The research subject consists of 55 male and female post-graduate students of the vocational diploma in Learning Technology in the Faculty of Education at Sohag University, who were enrolled in the 2021–2022 academic year. They were divided into two groups according to the (adaptive–adaptable) training method, and then each group was divided into two groups according to the (dependent–independent) learning style within the e-learning environment, bringing the total number of the experimental groups to four.
Research materials and tools:
First: Research Materials:
1. An adaptive training environment.
2. Adaptable training environment.
Second: Research tools:
1. Dunn & Dunn Learning Styles Sensory Questionnaire
2. The Grasha-Reichmann Student Learning Style Scale (GRLSS)
3. The achievement test of the cognitive aspect of the skills of designing and producing digital learning resources.
4. A note card for the performance aspect of the skills of designing and producing digital learning resources.
5. Product quality assessment card from digital learning resources.
6. Cognitive load scale.
Research variables:
1. independent variable: the training pattern within the e-learning environment (adaptive - adaptive).
2. Taxonomic variable: learning style (dependent - independent).
3. Dependent variables:
a. The cognitive aspect of designing and producing digital learning resources.
b. The performance aspect of designing and producing digital learning resources.
c. Quality of digital learning resource product.
d. Cognitive load.
Research Methodology:
This research belongs to the category of development research, which uses the following:
1- The descriptive research method: in reviewing the literature, studies and previous research related to the subject of the research, preparing the theoretical framework, monitoring the reality of the dependent variables of the research group, arriving at a list of skills for designing and producing digital learning resources, a list of standards for designing the e-learning environment, and designing measurement tools.
2- Educational Systems Development Approach: in developing empirical approaches to research; The design includes adaptive and adaptive training environments.
3- The experimental approach: to identify whether there is an interaction between the processing variable (training style) and the categorical variable (learning style) in the e-learning environment in influencing the dependent variables (the cognitive and performance aspect of designing and producing digital learning resources and the cognitive load).
Research procedures:
1- Preparing a list of skills for designing and producing digital learning resources that must be available to students of the professional diploma specializing in educational technology, and presenting it to a group of arbitrators, and putting it in its final form after making the proposed modifications to it.
2- Derivation of a list of design criteria for the e-learning environment according to the two types of training (adaptive - adaptive), presenting it to a group of arbitrators, and modifying it in the light of their opinions and suggestions.
3- Designing the two scenarios for the two experimental treatment subjects, in light of the objectives, standards and stages of educational design, then presenting them to a group of arbitrators, and modifying them in the light of their opinions and suggestions.
4- Designing and producing the two experimental treatment environments according to the two training patterns (adaptive - adaptive) in light of the final form of the two scenarios, then presenting them to a group of arbitrators, and modifying them in the light of their opinions and suggestions.
5- Building research tools, which are as follows:
a. Achievement test of the cognitive aspect of designing and producing digital learning resources.
b. B. Note card for the performance aspect of digital learning resource design and production skills.
c. Product quality assessment card from digital learning resources.
d. Cognitive Load scale.
6- Presenting the tools to a group of arbitrators, and modifying them in the light of their opinions and suggestions.
7- Applying the exploratory experiment to find out any problems or obstacles that the researcher may face during the application to treat and avoid them, and to control the tools statistically.
8- Selection of a research group from professional diploma students, Education Technology Division, Faculty of Education, Sohag University.
9- Application of the Grasha-Reichmann Student Learning Style Questionnaire, to classify students into independent and dependent.
10- Dividing the students (members of the research sample) and distributing them into four groups in light of the independent research variables, as shown by the experimental design of the research.
11- Applying the research tools beforehand to the research sample (achievement test for the cognitive aspect, the observation card for the performance aspect, the cognitive Load scale).
12- Providing experimental treatment materials (according to the experimental design of the research).
13- Applying the research tools remotely to the research sample (achievement test for the cognitive aspect, the observation card for the performance aspect, the product evaluation card, the cognitive load scale).
14- Recording, analyzing and statistically processing the results.
15- Discussing and interpreting the results in the light of the theoretical framework, the results of the related research, and the research hypotheses.
16- Presenting recommendations and suggestions for future research.
Research Results:
1- There is a statistically significant difference at the level (0.05) between the mean scores of the experimental group students in the post-measurement of the cognitive achievement test related to the skills of designing and producing digital learning resources; It is due to the interaction between the training style (adaptive, adaptable) and the learning style (dependent, independent); In favor of the first group (dependent adaptive), and the fourth group (independent adaptable).
2- There is a statistically significant difference at the level (0.05) between the mean scores of the experimental group students in the post-measurement of the performance aspect observation card related to the skills of designing and producing digital learning resources; It is due to the interaction between the training style (adaptive, adaptable) and the learning style (dependent, independent); In favor of the first group (dependent adaptive), and the fourth group (independent adaptive).
3- There is a statistically significant difference at the level (0.05) between the mean scores of the students of the experimental groups in the post-measurement of the digital learning resource product quality assessment card; It is due to the interaction between the training style (adaptive, adaptive) and the learning style (dependent, independent); In favor of the first group (dependent adaptive), and the fourth group (independent adaptive).
4- There is a statistically significant difference at the level (0.05) between the mean scores of the students of the experimental groups in the post-measurement of the cognitive load scale; It is due to the interaction between the training style (adaptive, adaptable) and the learning style (dependent, independent); In favor of the first group (dependent adaptable), and the second group (independent adaptable).
Research Recommendation:
In the light of the results of the current research, the researcher recommends the following:
1- Employing the adaptive and adaptable training environment of this research in training programs for Vocational Diploma students specializing in Education Technology.
2- Tap learning methods to develop electronic and intelligent learning environments.
3- Need for educational bodies and institutions to adopt adaptive and adaptable environments in education and training.
4- To provide students with a vocational diploma specializing in education technology with skills to design the production of digital education resources as one of their most important specialization competencies.
5- Listing of criteria communicated for the design of adaptive and adaptable training environment.
6- Using the list of design and production skills of digital learning resources connected to these skills training.
Proposed Researches:
In light of the results and recommendations of the current research, the researcher proposes the following research topics:
1- Designing an adaptable learning environment based on enhanced sites to develop the digital teacher skills of college students.
2- Design an adaptive training environment based on sensory learning methods to reduce digital illiteracy among diploma students.
3- Impact of different (adaptive & adaptable) training patterns on education technologist skills in using 3G web applications.
4- Interaction between the type of training (adaptive& adaptable) and mode of learning (meaning oriented, not oriented) in the development of skills to produce mobile learning software for teaching technology students.