The effect of different interaction patterns in e-training environments in developing the skills of producing interactive lessons for middle school mathematics teachers

Essa A. Alibraheim; Hassan F. Hassan; Mohamed W. Soliman

doi:10.29333/ejmste/12119

Full Text (PDF)

Essa A. Alibraheim ¹ ^* , Hassan F. Hassan ¹ , Mohamed W. Soliman ²

More Detail

¹ College of Education, Imam Abdulrahman Bin Faisal University, Dammam, SAUDI ARABIA² Faculty of Specific Education, Alexandria University, Alexandria, EGYPT^* Corresponding Author

Abstract

The aim of this research is to treat the shortcomings of teacher training programs in Saudi Arabia. Some of these programs are not able to fulfill the requirements of professional development because they neglect the impact of different interaction patterns (group and content–individual, content, and trainer–group, content, and trainer) within the e-training environment. This research used the experimental approach with a quasi-experimental design. The research sample was limited to a random sample consisting of 60 mathematics teachers, who were randomly divided into three experimental groups, equally. The results revealed that there are statistically significant differences at 0.05 between the average scores for middle school mathematics teachers in the post application of the cognitive achievement test, observation card, and product evaluation card related to the skills of producing interactive lessons due to the impact of the different interaction patterns in the e-training environment.

Keywords

interaction patterns
e-training environments
interactive lessons
mathematics teachers
middle school

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2022, Volume 18, Issue 7, Article No: em2125

https://doi.org/10.29333/ejmste/12119

Publication date: 26 May 2022

Article Views: 1609

Article Downloads: 832

Open Access Disclosures References How to cite this article

Disclosure

Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

References

Abd-Elaatty, H., & Aboukhatwa‎‏, E. (2012). Digital e-learning: Theory, design, and production. Dar Elgamaa Elgadida.
Abdelaziz, H. (2013). E-learning: philosophy, principles, tools, applications. Dar Alfiker.
Abdul Majid, A. (2008). A proposed program in e-learning using free and open source software and its impact on developing the skills of designing and producing e-mathematics lessons and the trend towards e-learning among student teachers. Journal of the College of Education in Mansoura, 2(66), 283-333.
Abdulhamid, M. (2005). Designing an e-course in the developed sciences for the preparatory stage to develop the concepts of technological education. Egyptian Association for Educational Technology, 2, 497-518.
Al-Absi, M. (2017). The effectiveness of a programmed educational bag to develop the skills of basic education teachers in the Sultanate of Oman on designing and producing interactive lessons for the reserve teacher through some electronic programs. Journal of the College of Education, 3(33), 67-108.
Aldhafeeri, F. (2004). Educational goals and aspirations in e-learning. Journal of Education, 4, 84-90.
Aldisuki, M. (2012). Readings in informatics and education. Hilwan.
Algodian, A. (2009). Interaction in e-learning: The perspectives of students of information and computer technology at the Arab Open University in Riyadh. Saudi Educational & Psychological Association, 32, 119-158.
Aljehani, A. (2017). The effectiveness of using learning management system (LMS) as an online training platform to train mathematics female teachers in producing interactive lessons in Jeddah. Journal of Studies in Curriculum and Instruction, 219, 71-107.
Allan, J., & Lawless, N. (2003). Stress caused by on‐line collaboration in e‐learning: A developing model. Journal of Education and Training, 45(8/9), 564-572. https://doi.org/10.1108/00400910310508955
Alnemari, M., & Kafafy, W. (2015, March 2-5). The effectiveness of different types of blended training and e-training in developing the skills of producing interactive lessons for computer teachers in Taif. In Proceedings of the 4^th International Conference e-Learning and Distance Education. Riyadh, Saudi Arabia.
Amasha, M. (2011). The effect of a training program on smart web 2.00 e-learning technologies on their use in designing and broadcasting electronic lessons for faculty members in the light of their training needs. Educational Technology: Studies & Research, 45, 273-323.
Anderson, T. (2004). Towards a theory of online learning. In T. Anderson (Ed.), Theory and practice of online learning (pp. 33-60). Athabasca University Press.
Azmy, N. (2018). E-learning technology. Dar Elfikr Elarabi.
Barg, K. (2009). How do adolescent students experience teacher-student interactions in a seventh grade classroom and how do those experiences affect their self-efficacy beliefs? [Doctoral dissertation, University of San Francisco].
Baxter, J., & Preece, P. (1999). Interactive multimedia and concrete three-dimensional modelling. Journal of Computer Assisted Learning, 15(4), 323-331. https://doi.org/10.1046/j.1365-2729.1999.00107.x
Bersin, J. (2004). The blended learning book: best practices, proven methodologies, and lessons learned. Pfeiffer.
Blackmur, J., Clement, R., Brady, R., & Oliver, C. (2013). Surgical training 2.0: How contemporary developments in information technology can augment surgical training. The Surgeon, 11(2), 105-112. https://doi.org/10.1016/j.surge.2012.12.001
Chou, C. (2003). Interactivity and interactive functions in web-based learning systems: A technical framework for designers. Research Journal of Specific Education, 34(3), 265-279. https://doi.org/10.1111/1467-8535.00326
Clarke, A. (2008). E-learning skills. Red Globe Press. https://doi.org/10.1007/978-1-137-22735-5_5
Cooper, J. (1974). Measurement and analysis of behavioral techniques. C. E. Merrill Pub. Co.
Elfar, I., & Shahin, S. (2001, October 29-31). E-school: A new vision for a new generation. In Proceedings of the 8^th Scientific Conference of the Egyptian Association for Educational Technology: E-School. Ain Shams University, Egypt.
Elhlafawy, W. (2018). Advances in educational technology in the information age. Dar Alfiker.
Elsayed, A., & Soliman, S. (2011). The effectiveness of a training program based on semantic web tools in developing electronic lessons production skills and learning motivation among students at Dhofar University. Journal of Culture and Technology, 2(48), 193-236.
Hammada, S. (2013). The effectiveness of free and controlled instructional forums on developing the electronic lesson designing skills among education faculty female students at The Islamic University in Gaza [Doctoral dissertation, Islamic University-Gaza].
Hedayah, R. (2012). The effectiveness of an electronic program based on the use of social networks in developing the skills of producing and publishing electronic lessons among graduate students in the College of Education. Journal of the College of Education in Mansoura, 1(80), 223-263.
Hirumi, A. (2002). The design and sequencing of e-Learning interactions: A grounded approach. International Journal on E-learning, 1(1), 19-27.
Hyder, K. (2007). Getting started. In B. Brandon (Ed.), The e-learning guild’s handbook on synchronous e-learning (pp. 15-32). The eLearning Guild.
Ismail, E. (2009). Electronic courses: Designing, producing, publishing, applying, and evaluating. Alam Alkotob.
Jung, I., Choi, S., Lim, C., & Leem, J. (2010). Effects of different types of interaction on learning achievement, satisfaction and participation in web-based instruction. Innovations in Education and Teaching International, 39(2), 153-162. https://doi.org/10.1080/14703290252934603
Kafafy, W. (2009). The effectiveness of using electronic feedback in developing the skills of preparing a research plan for master’s students at King Abdulaziz University. Journal of the Future of Arabic education, 16(58), 139-184.
Khalili, H. (2008). Designing and publishing an electronic course in educational technology in light of e-learning quality standards to develop the cognitive and performance aspects of students of the College of Education [Unpublished Master thesis]. Mansoura University.
Khames, M. (2003). Educational technology products. Dar Elkalema.
Kirby, E. (1999). Building interaction in online and distance education courses. In Proceedings of the Society for Information Technology & Teacher Education International Conference. San Antonio, TX.
Leont’ev, A. (1978). Activity, consciousness, and personality. Prentice-Hall.
Mahmoud, A. (2012). The effectiveness of using electronic blogs in developing the skills of producing electronic lessons among educational technology specialists. Journal of the College of Education, 46, 477-528.
Moore, M. (1989). Editorial: Three types of interaction. The American Journal of Distance Education, 3(2), 1-7. https://doi.org/10.1080/08923648909526659
Musa, K., & Siam, M. (2021). The degree of employing teachers of the first stage of basic education in the skills of designing interactive electronic lessons from the teachers’ own viewpoint. Journal of Albaath University, 43(19), 131-159.
Naimat, G. (2011). Influence of teacher-students interaction on EFL reading comprehension. European Journal of Social Sciences, 23(4), 672-687.
Reisetter, M., & Boris, G. (2004). What works: Student perceptions of effective elements in online learning. Quarterly Review of Distance Education, 5(4), 277-291.
Sabry, K., & Baldwin, L. (2003). Web-based learning interaction and learning styles. British Journal of Educational Technology, 34(4), 443-454. https://doi.org/10.1111/1467-8535.00341
Salmon, G. (2004). E-moderating: The key to teaching and learning online (H. Aljamal, Trans.). Arab Nile Group.
Sher, A. (2009). Assessing the relationship of student-instructor and student-student interaction to student learning and satisfaction in web-based online learning environment. Journal of Interactive Online Learning, 8(2), 102-120.
Vu, P. (2009). The influences of classroom characteristics and teacher-student relations on student academic achievement [Unpublished master thesis]. University of Maryland.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Zaghlol, E. (2017). Interactive whiteboard learning skills based on blogs and its impact on the development design skills of e-lessons and skills practical teaching of the students of the Faculty of Education of Majmaa University & their trends towards the use of interactive whiteboard in teaching. Arab Studies in Education and Psychology, 88(88), 45-74.
Zineldin, M. (2011). E-learning competencies. Khawarizm Academic.

How to cite this article

APA

Alibraheim, E. A., Hassan, H. F., & Soliman, M. W. (2022). The effect of different interaction patterns in e-training environments in developing the skills of producing interactive lessons for middle school mathematics teachers. Eurasia Journal of Mathematics, Science and Technology Education, 18(7), em2125. https://doi.org/10.29333/ejmste/12119

Vancouver

Alibraheim EA, Hassan HF, Soliman MW. The effect of different interaction patterns in e-training environments in developing the skills of producing interactive lessons for middle school mathematics teachers. EURASIA J Math Sci Tech Ed. 2022;18(7):em2125. https://doi.org/10.29333/ejmste/12119

AMA

Alibraheim EA, Hassan HF, Soliman MW. The effect of different interaction patterns in e-training environments in developing the skills of producing interactive lessons for middle school mathematics teachers. EURASIA J Math Sci Tech Ed. 2022;18(7), em2125. https://doi.org/10.29333/ejmste/12119

Chicago

Alibraheim, Essa A., Hassan F. Hassan, and Mohamed W. Soliman. "The effect of different interaction patterns in e-training environments in developing the skills of producing interactive lessons for middle school mathematics teachers". Eurasia Journal of Mathematics, Science and Technology Education 2022 18 no. 7 (2022): em2125. https://doi.org/10.29333/ejmste/12119

Harvard

Alibraheim, E. A., Hassan, H. F., and Soliman, M. W. (2022). The effect of different interaction patterns in e-training environments in developing the skills of producing interactive lessons for middle school mathematics teachers. Eurasia Journal of Mathematics, Science and Technology Education, 18(7), em2125. https://doi.org/10.29333/ejmste/12119

MLA

Alibraheim, Essa A. et al. "The effect of different interaction patterns in e-training environments in developing the skills of producing interactive lessons for middle school mathematics teachers". Eurasia Journal of Mathematics, Science and Technology Education, vol. 18, no. 7, 2022, em2125. https://doi.org/10.29333/ejmste/12119