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首页> 外文期刊>Near and Middle Eastern Journal of Research in Education >E-learning modules supported by cooperative learning: Impact on Arabic language achievement among Qatar University students
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E-learning modules supported by cooperative learning: Impact on Arabic language achievement among Qatar University students

机译：合作学习支持的电子学习模块：对卡塔尔大学学生阿拉伯语成绩的影响

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This research aimed to investigate the impact of e-learning supported by cooperative learning on students' achievement in the core Arabic language course (ARAB100) delivered through the Blackboard system at Qatar University, State of Qatar. The activity theory was the basis for the design of the study which employed a 2?×?2 quasi-experimental factorial design to investigate the interaction between the independent variables of the research: e-learning supported by cooperative learning (EL+CL) and e-learning not supported by cooperative learning (EL???CL) with gender as a moderator variable and achievement in the Arabic language as a dependent variable. An achievement test was developed and administered to a sample of 170 undergraduate students (85 male and 85 Female) majoring in different subjects from seven colleges of the University over a 10-week period. Analysis of the findings by the two-way ANCOVA procedure was used to examine the three postulated hypotheses. The findings of this study showed that students assigned to the e-learning modules supported by cooperative learning (EL+CL) mode attained significantly higher adjusted mean scores on Arabic language achievement than students working on the e-learning module that were not supported by the cooperative learning (EL???CL) mode. Male students attained significantly higher adjusted mean scores on the achievement test than females using the same modules. No significant interaction effect was detected between e-learning modes and gender on achievement. In conclusion, the principles of the activity theory need to be considered when designing e-learning modules supported by cooperative learning activities in order to promote Arabic language learning.
机译：这项研究旨在调查合作学习支持的电子学习对通过卡塔尔州卡塔尔大学的Blackboard系统提供的核心阿拉伯语课程（ARAB100）的学生成绩的影响。活动理论是本研究设计的基础，该研究采用2××2准实验因子设计来研究研究的独立变量之间的相互作用：协作学习支持的电子学习（EL + CL）和合作学习（EL ??? CL）不支持以性别为主持人变量，以阿拉伯语为成绩作为因变量的电子学习。开发了一项成就测试，并在10周的时间内对来自该大学七所大学不同专业的170名本科生（分别为85名男性和85名女性）进行了抽样调查。通过双向ANCOVA程序对结果进行分析，以检验三个假定的假设。这项研究的结果表明，分配给合作学习（EL + CL）模式支持的电子学习模块的学生获得的阿拉伯语成绩调整后的平均得分明显高于不支持该模块的电子学习模块的学生。合作学习（EL ??? CL）模式。与使用相同模块的女生相比，男生在成绩测验中获得的调整后平均得分明显更高。在线学习模式和性别对成绩的影响没有发现显着的交互作用。总之，在设计由合作学习活动支持的电子学习模块以促进阿拉伯语言学习时，需要考虑活动理论的原理。

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