العربية
Author Name: Fatima AbdulAziz Ali Alshaer
Description:
The current study amid to investigate the effect of designing blended training based on distributed cognition on faculty members` skills and usage intensity of VLE in higher education. The study attempted to assess the effects of the proposed blended training by assessing its effects on faculty members` skills, knowledge and usage intensity of VLE. The study adapted Distributed Cognition theory and the Andragogical Process Model for developing a blended VLE training offered for faculty in higher education. The proposed blended training framework consisted of five stages that form a distributive training environment that works on offloading and distributing the cognitive process across individual minds and artefacts, across groups of people and across space and time. The Andragogy principles are deeply considered in designing this blended training to meet the special characters, goals and needs of faculty members as adult learners. The proposed framework aimed at promoting an online community of practice where faculty members are encouraged to share and exchange thoughts, ideas, inquires, solutions and practices . A quasi-experimental approach was applied to verify the effects of the proposed blended training on faculty members` skills, knowledge and usage intensity of VLE. The study sample consisted of 27 faculty members of Bahrain Teachers College. Evaluating such training environment was required to assess the occurred change in faculty`s knowledge, skills levels, and behavior in practices. To measure the dependent variables, the study instruments included: (1) an achievement test which was created by the researcher to measure the gained knowledge and skills of VLE; (2) a measurement that was developed to measure VLE usage intensity through measuring the use of particular LMS features to enable online learner`s interaction on various dimensions. Both instruments were used to measure the training progress before and after applying the independent variable. Data analysis indicated that there were statistically significant differences in improving the level of knowledge and skills of faculty members in the pre and post achievement test scores at level (α≤ 0.05). Furthermore, findings demonstrated that there were statistically significant differences in improving the VLE usage intensity of faculty members in the pre and post measurement at level (α≤ 0.05). Based on the study findings, relevant recommendations were made.
Keywords: Designing e-Training, Virtual Learning Environment, Distributed Cognition, Usage Intensity of VLE, Community of Practice
Reference: Alshaer, F. A. (2015). Designing Blended Training based on Distributed Cognition to Improve University Faculty Skills and Usage Intensity of Virtual Learning Environments. Kingdom of Bahrain: Arabian Gulf University.