فاعلية برنامج قائم على نظام کانفس في تنمية مهارات تصميم وبناء المواقع التعليمية لدى الطلاب في مقرر تقنيات التعليم The Effectiveness of a Program Based on Canvas System in Developing Skills of Designing and Building Educational Websites for Students in Education Technology Course

نوع المستند : بحوث فی مجال المناهج وطرق التدریس

المؤلف

کلية التربية جامعة الامام محمد بن سعود الاسلامية

المستخلص

هدفت الدِّراسة إلى الکشف عن فاعلية برنامج قائم على نظام (کانفس) في تنمية مهارات تصميم وبناء المواقع التعليمية لدى الطلاب في مقرر تقنيات التعليم؛ ولتحقيق أهداف الدِّراسة تم بناء برنامج معلم للوحدات محل الدراسة، ورفعه على نظام إدارة التعلم (کانفس)، وکانت أداة الدِّراسة بطاقة ملاحظة مهارات تصميم وبناء المواقع التعليمية. وتکونت عينة الدِّراسة من (48) طالباً، توزعوا على مجموعتين؛ إحداهما مجموعة ضابطة، والأخرى تجريبية. وقد توصلت الدِّراسة إلى أن هناک فروقاً ذات دلالة إحصائية بين المجموعة التجريبية والمجموعة الضابطة في التقييم البعدي لأدائهما في مهارات تصميم وبناء المواقع التعليمية، وکذلک في الدرجة الکلية لتقييم أداء المجموعتين، وکان ذلک لصالح المجموعة التجريبية. کما أظهرت النتائج أن هناک فروقاً ذات دلالة إحصائية بين التقييم القبلي والتقييم البعدي لأداء المجموعة التجريبية في مهارات تصميم وبناء المواقع التعليمية، وکذلک في الدرجة الکلية لتقييم أداء تلک المجموعة، وکان ذلک لصالح التقييم البعدي. وفي ضوء نتائج الدراسة أوصى الباحث بمجموعة من التوصيات.
The present study aimed at exploring the effectiveness of a program based on the Canvas system to develop skills of designing and building educational websites for students in education technology course. The study employed the quasi-experimental to answer the study questions. The study sample consisted of (48) students, divided into two groups; An experimental and a control group. Tools of the study included a pre/post Skills Performance Card. The study found that there are statistically significant differences between the experimental group and the control group in the post-assessment of their performance in designing and building educational sites skills, as well as in the overall score for assessing the performance of the two groups in favor of the experimental group. The results also showed that there are statistically significant differences between pre-evaluation and post-evaluation for the performance of the experimental group in the skills of designing and building educational sites, as well as in the overall degree to assess the performance of that group in favor of post-evaluation. 

الكلمات الرئيسية

الموضوعات الرئيسية


المراجع العربية

الشربینی، فوزی والطناوی، عفت (2011). التعلم الذاتی بالمودیلات التعلیمیة. عالم الکتب.
الطراونة، نایف والفنیخ، لمیاء (2012). استخدام الإنترنت وعلاقته بالتحصیل الأکادیمی والتکیف الاجتماعی والاکتئاب ومهارات الاتصال لدى طلبة جامعة القصیم. مجلة الجامعة الإسلامیة للدراسات التربویة والنفسیة، 20(1)، 283-331.
عبیدات، ذوقان وعبدالحق کاید، عدس عبدالرحمن (2016). البحث العلمی: مفهومه وأدواته وأسالیبه (ط18). دار الفکر للنشر.
عطیة، محسن (2009). البحث العلمی فی التربیة مناهجه وأدواته ووسائله الإحصائیة. دار المناهج للنشر والتوزیع.
العمری، عائشة والرحیلی، تغرید. (2014). فاعلیة برنامج تدریبی مقترح قائم على الحوسبة السحابیة التشارکیة فی تعزیز الأداء التقنی فی جامعة طیبة. المجلة الدولیة التربویة المتخصصة، 3(11)، 36-52.
غباین، عمر. (2010). التعلم الذاتی بالحقائب التعلیمیة. دار المسیرة للنشر والتوزیع.

2)المراجع العربية مترجمة Translation of the Arabic References

Al-Sherbini, F., & Al-Tanawi, E. (2011). Self-learning with educational modules. Alam-El Kotob.
Al-Tarawena, N., & Al-Foneikh, L. (2011). Internet use in relations to academic achievement, social adjustment, depression and communication skills among Qassim university students. Journal of the Islamic University for Educational and Psychological Studies, The Islamic University of Gaza, 20(1), 283-331.
Obaidat, Z., & Abdul-Haq Kayed, A. A. (2016). Scientific research:Concept, tools and methods (18th Ed.).Al Fikr House for Publication.
Attia, M. (2009). Scientific research in education: methods, tools and statistical methods. Al-Manahej House for Publication and Distribution.
Al-Omari, A., & Al-Rahili, T. (2014).The effectiveness of a proposed training program based on participatory cloud computing in fostering technical performance in Taibah university. The international Specialized Educational Journal, 3(11), 36-52.
Ghabayen, O. (2010).Self-learning with educational bags. Al-Masirah House for Publishing and Distribution.
 
 

3)المراجع الأجنبية:

Allen, E., Survey, B., & Seaman, J. (2015). Tracking online education in the United States. Going the distance. https://files.eric.ed.gov/fulltext/ED572778.pdf
Alongkorn, A., Wiphasith, H., Nipon, P., &Tongluan, S. (2014). Developing a Computer Assisted Instruction with Drill and Practice for English Teaching to Primary School Grade 6 Students with Hearing Impaired, International Journal of the Computer, 22(2).
 Basioudis, G., & de Lange, A. (2009). An assessment of the learning benefits of using a web-based learning environment when teaching accounting. Advances in Accounting, incorporating Advances in International Accounting, 25, 13-19.
Bennett, L. (2014). Learning from the early adopters: Developing the digital practitioner. Research in Learning Technology, 22(2014).
Blackwell, K., Lauricella, R., & Wartella, E. (2014). Factors influencing digital technology use in early childhood education. Computers & Education77, 82–90.
Blakemore, L. (2017). Does teaching computer programming within Key Stage 1 of the primary curriculum enhance children’s problem solving skills? (Unpublished Doctoral dissertation)University of Sheffield, Sheffield, UK.
Boyles, T. (2012). 21st century knowledge, skills, and abilities and entrepreneurial competencies: A model for undergraduate entrepreneurship education. Journal of Entrepreneurship 57 Education, 15, 41-55.
Brichacek, A. (2014). Computational thinking boosts students’ higher-order skills. https://www.iste.org/explore/articleDetail?articleid=232&category=Featured-
Brown, M., Dehoney, J., & Millichap, N. (2015). What’s next for the LMS?  http://er.educause.edu/articles/2015/6/whats-next-for-the-lms
Capterra. (2017). Learning management system software: Canvas.  http://www.capterra.com/p/127214/CANVAS/
Cheng, J., & Swanson, Z. (2011). An examination of the effects of web-based tutorials on accounting student learning outcomes. Review of Higher Education and Self- Learning, 4(10), 14-28.
Coopersmith, S. (1967). The antecedents of self-esteem. W. H. Freeman and Company.
Dahlstrom, E., Brooks, C., & Bichsel, J. (2014). The current ecosystem of learning management systems in higher education: Student, faculty, and IT perspectives. Educause Center for Analysis and Research, 1-27.
Dincer, S. (2015). Effects of computer-assisted learning on students' achievements in Turkey: A Meta-Analysis. Journal of Turkish Science Education (TUSED)12(1), 107-118.
Doorn, D., Janssen, S., & O’Brien, M. (2010). Student attitudes and approaches to online homework. International Journal for the Scholarship of Teaching and Learning, 4(1), 1-19.
Dutta, A., Roy, R., & Seetharaman, P. (2013). Course management system adoption and usage: A process theoretic perspective. Computers in Human Behavior, 29, 2535-2545.
Ebert, K. (2015). Behaviorism vs. constructivism in the technological secondary education classroom. https://sites.google.com/a/boisestate.edu/edtechtheories /behaviorism-vs-constructivism-in-the-technological-secondary-education-classroom-1.
Fajardo, C. (2014). Best practices for teaching accounting courses online. Journal of Business and Educational Leadership, 5(1), 28-38.
Farley, A., Jain, A., & Thomson, D. (2011). Blended learning in finance: Comparing student perceptions of lectures, tutorials and online learning environments across different year levels. Economic Papers, 30(1), 99-108.
File, T., & Ryan, C. (2014). Computer and Internet use in the United States. https://www.census.gov/content/dam/Census/library/publications/2014/acs/acs-28.pdf.
Finkelstein, N., Hanson, T.; Huang, C., Hirschman, B., & Huang, M. (2010). Effects of Problem Based Economics on High School Economics Instruction. Final Report. http://ies.ed.gov/ncee/wwc/study/71980.
Folami, B., & Simmons, K. (2012). Students’ perceptions of online homework software in accounting courses. International Journal of Education Research, 7(2), 56-72.
Frantzen, D. (2014). Is technology a one-size-fits-all solution to improving student performance? A comparison of online, hybrid and face-to-face courses. Journal of Public Affairs Education20(4), 565-578.
Greener, S., & Wakefield, C. (2015). Developing confidence in the use of digital tools in teaching. The Electronic Journal of e-Learning, 13(4), 26-267.
Gu, X., Zhu, Y., & Guo, X. (2013). Meeting the “Digital Natives”: Understanding the acceptance of technology in classrooms. Educational Technology & Society, 16(1), 392–402.  
Hahn, W., Fairchild, C. & Dowis, B. (2013). Online homework managers and intelligent tutoring systems: A study of their impact on student learning in the introductory financial accounting classroom. Issues in Accounting Education,28(3), 513-535.
Heider, J. (2015). Using digital learning solutions to address higher education’s greatest challenges. Springer Science + Business Media. 
Holt, C., & Burkman, A. (2013). Leading the digital district. National Forum of Educational Administration & Supervision Journal30(3), 29-49.
Ifinedo, P. (2016). The moderating effects of demographics and individual characteristics on nurses’ acceptance of information systems: A Canadian study. International Journal of Medical Informatics, 87(2016), 27-35.
John, P. (2015). The integration of information technology in higher education: A study of faculty's attitude towards IT adoption in the teaching process. Contaduríay Administración, 60, 230-252. 10.1016/j.cya.2015.08.004 http://proxy1.ncu.edu/login?url=http://search.ebscohost.com.proxy1.ncu.edu/login.aspx?direct=true&db=edselp&AN=S0186104215000509&site=eds-live.
Juhary, J. (2014). Perceived usefulness and ease of use of the learning management system as a learning tool. International Education Studies, 7(8), 23-34.
Khan, H. (2005). E-learning quick checklist. IGI Global. Retrieved from: https://cutt.us/gBmRQ .
Kranz, G. (2008). E-Iearning hits its stride. Workforce Management Online. http://www.workforce.com .
Livingstone, K. (2015). Teaching faculty's perception about implementing eLearning practices at the University of Guyana, Guyana. Journal of Education and Development using Information and Communication Technology, 11(2), 85-103.
Luor, T., Lu, H., Lin, C., & Yu, H. (2014). What kind of employee wants to use corporate e-Learning: An empirical case study in the financial Industry? International Journal of Distance Education Technologies, 12(1), 1-12.
Mascha, F., & Adya, M. (2010). Using the technology acceptance model in predicting acceptance of imposed technology: A field study, Marquette University.
 Mayer, E. (2016). What should be the role of computer games in education? Policy Insights from the Behavioral and Brain Sciences, 3(1), 20-26.
McLeod, S. (2007). Our ethical obligation: Students are unimpressed by tech-phobic professors. Technology & Learning, 28, 38.
Mirriahi, N., Alonzo, D., & Fox, B. (2015). A blended learning framework for curriculum design and professional development. Research in Learning Technology, 23, 1-14.
Mitchell, L., Parlamis, J., & Claiborne, S. (2015). Overcoming faculty avoidance of online education: From resistance to support to active participation. Journal of Management Education, 39(3), 350-371.
Moore, A., Lippman, H., & Ryberg, R. (2015). Improving outcome measures other than achievement. AERA Open, 1(2), 1–25.
 Moreillon, J. (2015). Increasing interactivity in the online learning environment: Using ditial tools to support students in socially constructed meaning-making. Tech Trends 59(41). doi:10.1007/s11528-015-0851-0.
Morgan, R. (2013). Building a model to measure the impact of an online homework manager on student learning in accounting courses. Business Education Innovation Journal, 5(1), 67-73.
Mouakket, S., & Bettayeb, A. M. (2015). Investigating the factors influencing continuance usage intention of learning management systems by university instructors: The Blackboard system case. International Journal of Web Information Systems, 11(4), 491-509.
Noval, J. (2016). A mixed methods study on the usage of a learning management system by Allied health faculty (Doctoral dissertation). North central University.
O’Leary, L. (2016). Effects of training on intent, ease, self-efficacy, frequency, and usefulness in multimedia-based feedback for university-level instructors using Canvas LMS (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 10193902).  
Oblinger, D., & Oblinger, J. (2005). Is It Age or IT: First Steps towards Understanding the Netgeneration. Educating the Net Generation (pp. 2.1-2.20). Boulder, CO: EDUCAUSE. http://www.educause.edu/educatingthenetgen
Olusegun, A. (2014). Effect of Tutorial Mode of Computer- Assisted Instruction (CAI) on students 'academic performance in practical geography in Nigeria, AFRREV STECH, 3(1). 150-166.
Pick, B., Sarkar, A., & Johnson, J. (2015). United States digital divide: State level analysis of spatial clustering and multivariate determinants of ICT utilization. Socio- Economic Planning Sciences49, 16–32.
Porter, G. (2013). Free choice of learning management systems: Do student habits override inherent system quality? Interactive Technology and Smart Education, 10(2), 84-94.
Porter, G., Graham, R., Spring, A., & Welch, R. (2014). Blended learning in higher education: Institutional adoption and implementation. Computers & Education75, 185–195.
Richards-Babb, M., Drelick, J., Henry, Z., & Robertson-Honecker, J. (2011). Online homework, help or hindrance? What students think and how they perform. Journal of College Science Teaching, 40(4), 81-93.
Robinson, J., Fischer, L., Wiley, D., & Hilton, J. (2014). The impact of open textbooks on secondary science learning outcomes. Educational Researcher43(7), 341.
Ryan, C., & Lewis, J., (2015). U.S. Department of Commerce: Economics and Statistics Administration Computer and Internet Use in the United States: 2015. https://www.census.gov/content/dam/Census/library/publications/2017/acs/acs- 37.pdf.
Saini, R. (2014). A Flash Back on Computer Assisted Instruction (Cai) [Data set]. Figshare. https://doi.org/10.6084/M9.FIGSHARE.923497
Sanga, M. W. (2016). An analysis of technological issues emanating from faculty transition to a new learning management system. The Quarterly Review of Distance Education, 17(1), 11-22.
Schweppe, J., & Rummer, R. (2014). Attention, working memory, and long-term memory in multimedia learning: An integrated perspective based on process models of working memory, Educational Psychology Review, 26/2, 285-306.
 Siddiq, F., Gochyyev, P., & Wilson, M. (2017). Learning in digital networks – ICT literacy: A novel assessment of students' 21st century skills. Computers &Education, 109, 11-37.
Kultsova, M., Anikin, A., Zhukova, I., & Dvoryankin, A. (2015). Ontology-based learning content management system in programming languages domain. Communications in Computer and Information Science535, 767-777.‏
 Solberg, V. (2011). The project management system to manage school reform efforts. The Center on Education and Work, University of Wisconsin.
 Soule, H., & Warrick, T. (2015). Defining 21st century readiness for all students: What we know and how to get there. Psychology of Aesthetics, Creativity, and the Arts, 9(2), 178.
 Sowan, A. & Idhail, J. (2014). Evaluation of an interactive web-based nursing course with streaming videos for medication administration skills. International Journal of Medical Informatics, 83, 592-599.
Wichadee, S. (2015). Factors related to faculty members' attitude and adoption of e-learning management system. Turkish Online Journal of Educational Technology, 14(4), 53-61.