آداب السلوك الرقمي لدى المعلمين ودورهم في اكساب مهارات التعلم المنظم ذاتياً لدى التلاميذ

المؤلفون

  • سمر نصر هارون باحثة في تكنولوجيا التعليم، قسم المناهج والتدريس، كلية التربية، جامعة الأقصى
  • إسماعيل عمر حسونة أستاذ تكنولوجيا التعليم المشارك، قسم المناهج والتدريس، كلية التربية، جامعة الأقصى

الكلمات المفتاحية:

آداب السلوك الرقمي، التعلم المنظم ذاتياً، اللياقة الرقمية، الإتيكيت الرقمي، تلاميذ الصف السادس، فلسطين

الملخص

هدف البحث إلى قياس مستوى آداب السلوك الرقمي لدى معلمين الصف السادس، ومستوى التعلم المنظم ذاتياً لدى طلبتهم، بالإضافة إلى دور آداب السلوك الرقمي للمعلمين على إكساب طلبتهم التعلم المنظم ذاتياَ، واتبع الباحثان المنهج الوصفي، وتكونت عينة الدراسة من معلمي الصف السادس الأساسي وبلغ عددهم (52) معلمًا، وطلبتهم وبلغ عددهم (234) طالبًا، وأعد الباحثان أداتين هما: استبانة آداب السلوك الرقمي للمعلمين، استبانة مواقف التعلم المنظم ذاتيًا للطلبة، وتوصلت الدراسة إلى أن الوزن النسبي لمقياس آداب السلوك الرقمي" مستواه مرتفع، والوزن النسبي لمهارات التعلم المنظم ذاتياً مستواه مرتفع جداً، وأنه لا توجد فروق دلالة بين مستوى درجات آداب السلوك الرقمي لمعلمين الصف السادس، تغزى للمتغيرات (الجنس، المؤهل العلمي، عدد سنوات الخبرة)، وأنه لا توجد فروق دلالة بين مستوى درجات التعلم المنظم ذاتياً لدى تلاميذ الصف السادس، تغزى للمتغيرات (الجنس، مرتفع / منخفض التحصيل)، بالإضافة إلى أنه لا توجد علاقة بين آداب السلوك الرقمي والتعلم المنظم ذاتياً.

Dimensions

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منشور

2022-08-28

كيفية الاقتباس

سمر نصر هارون, & إسماعيل عمر حسونة. (2022). آداب السلوك الرقمي لدى المعلمين ودورهم في اكساب مهارات التعلم المنظم ذاتياً لدى التلاميذ. المجلة الإفريقية للدراسات المتقدمة في العلوم الإنسانية والاجتماعية (AJASHSS), 1(3), 245–266. استرجع في من https://aaasjournals.com/index.php/ajashss/article/view/87

إصدار

المجلد الأول، العدد الثالث، (يوليو- سبتمبر) 2022

القسم

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