Impact of the different interaction pattern (synchronous-asynchronous) in online learning programs on developing the Digital Image and graphics processing skills of teacher student

Document Type : Original Article

Author

Assistant Teacher of Education Technology - Department of Curriculum and Teaching Methods - Faculty of Education - University of Suez

Abstract

Abstract
         Current research aims to recognize the impact of the different interaction pattern (synchronous-asynchronous) in online learning programs on developing the knowledge and performance of digital image and graphics processing skills of students at the Faculty of Education, Suez University, and to achieve the goal of research, the researcher designed an online program with the interaction model (synchronous-asynchronous) For digital image processing skills in the light of the Dick & Kari educational design model, research was limited to a sample of 40 students of the Suez University, Faculty of Education, distributed evenly among two groups (the first experimental group taught using the simultaneous interactions pattern) and (the second experimental group taught using the asynchronous reactions mode). The autonomous variable was processed by adding treatment groups to assess their impact on the subsidiary variable by using the real experimental designs of the extension of the one group's pre- and post-test design, and the estimates of the effects on the subsidiary variable were made through measurements, which were represented by the test scores and the note card. The researcher resorted to testing the hypotheses by using the Labaratry Mann Whitney test to identify the differences between group grades, and Wilcoxine testing for two separate eyes, and the results of the search resulted in some students' reservation to the use of the synchronous interactivity tool (live webcast) and the reluctance of a large student sector to use the asynchronous interaction tool (Email), and their preference for using Facebook's social media platform in the interaction process.

Keywords

References

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