نوع المستند : المقالة الأصلية
المؤلفون
1 جامعة أم القرى
2 كلية التربية- جامعة أم القرى
المستخلص
الكلمات الرئيسية
الموضوعات الرئيسية
عنوان المقالة [English]
المؤلفون [English]
The objective of this study was to examine the influence of a training program that utilizes different learning environments—specifically traditional, distance, and blended learning—on the improvement of digital skills and self-efficacy among female students at Umm Al-Qura University in Mecca. To achieve the study's goals, a quantitative approach employing a quasi-experimental design was utilized. The study sample comprised 98 randomly selected female undergraduate students, who were divided into three experimental groups: one for traditional learning, the second for distance learning, and the third for blended learning. Data were collected through cognitive tests, assessments of digital skills performance, and a self-efficacy scale. The results revealed statistically significant differences in the post-application cognitive test scores, favoring the blended learning group, as well as in the scores of the digital skills performance assessment card, highlighting the advantage of the blended learning approach. These findings underscore the significance of integrating active learning and effective application into training programs to improve the digital skills of female students across diverse learning environments. Furthermore, the study suggests further research to identify optimal strategies within the blended learning environment for fostering the development of digital skills and self-efficacy.
الكلمات الرئيسية [English]
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