Abstract
The present study aims to identify the impact of interaction between timing of providing feedback and technologies delivered in E-Learning environments (Immediate – Delayed) & interaction with learning style (Active – Reflective) on developing the design and production skills of educational e-blogging; and satisfaction with e-learning environment. The sample consisted of (67) students from the Arab Open University, Kingdom of Saudi Arabia, Dammam Branch. The participants were divided into four experimental groups according to the design Factorial (2 × 2): Group 1: (19) students with active learning style provided with immediate feedback; Group 2: (17) students with active learning style provided with delayed feedback; Group 3: (15) reflective students provided with immediate feedback; Group 4: (16) reflective students provided with delayed feedback. The tools include observation card, satisfaction scale with e-learning environment and learning style scale. The results showed statistically significant differences between the mean scores of the experimental groups, which received immediate feedback in acquiring the design and production skills of blogging and satisfaction with e-learning environment. The results also showed that students with active learning style were superior in their performance on each of the performance practical skills for the design and production of blogs and satisfaction with e-learning environment.
Highlights
In the light of the rapid development of e-learning and distance education, a lot of universities across the world provide their courses and programs on the internet or in blended E-learning style
The present study aims to identify the impact of interaction between timing of providing feedback and technologies delivered in E-Learning environments (Immediate – Delayed) & interaction with learning style (Active – Reflective) on developing the design and production skills of educational e-blogging; and satisfaction with e-learning environment
The participants were divided into four experimental groups according to the design Factorial (2 × 2): Group 1: (19) students with active learning style provided with immediate feedback; Group 2: (17) students with active learning style provided with delayed feedback; Group 3: (15) reflective students provided with immediate feedback; Group 4: (16) reflective students provided with delayed feedback
Summary
In the light of the rapid development of e-learning and distance education, a lot of universities across the world provide their courses and programs on the internet or in blended E-learning style. Most of studies confirmed that it’s necessary to consider the quality of learning method and its effectiveness. The learner needs guidance and immediate feedback during and after the study, and the effectiveness of elearning increases through providing an immediate feedback which provides the learner with a lot of experience and helps improve his/her cognitive skills. Feedbacks enable the learner to participate and lead an effective discussion with their teachers and colleges, without feedback styles the e-learning design will become just plans to broadcast specific contents (Afifi, 2014)
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