دور التعلم الرقمي في خفض الفاقد التعليمي لدى الطلبة من وجهة نظر المعلمين في محافظة إربد
DOI:
https://doi.org/10.35516/edu.v51i2.5843الكلمات المفتاحية:
التعلم الرقمي، الفاقد التعليمي، وجهة نظر المعلمين، محافظة إربدالملخص
الأهداف: هدفت الدراسة التعرف إلى دور التعلم الرقمي في خفض الفاقد التعليمي لدى الطلبة من وجهة نظر المعلمين في محافظة إربد.
المنهجية: اعتمدت هذه الدراسة المنهج الوصفي، واستخدمت استبانة مكونة من (32) فقرة موزعة على أربعة مجالات، هي: (الفاقد المعرفي، والفاقد المهاري، والفاقد الوجداني، والهدر التعليمي)، طبقت على عينة مكونة من (267) معلمًا ومعلمة تم اختيارهم بطريقة العينة العشوائية.
النتائج: بينت النتائج أن دور التعلم الرقمي في خفض الفاقد التعليمي من وجهة نظر المعلمين جاء بمستوى مرتفع، حيث احتل مجال الهدر التعليمي الرتبة الأولى، بمستوى مرتفع، تلاه الفاقد المهاري بمستوى مرتفع أيضًا، ثم الفاقد المعرفي بمستوى متوسط، بينما جاء مجال الفاقد الوجداني في الرتبة الأخيرة بمستوى متوسط. وأِظهرت النتائج وجود فروق جوهرية في دور التعلم الرقمي في خفض الفاقد التعليمي لدى الطلبة من وجهة نظر المعلمين تعزى لمتغيرات مؤهلاتهم العلمية لصالح فئتي (الدراسات العليا، والبكالوريوس)، وسنوات خبرتهم لصالح فئتي (أقل من 5 سنوات، و5- أقل من 10 سنوات)، وتخصصاتهم لصالح تخصص (الحاسوب وتكنولوجيا المعلومات)، بينما لم تظهر فروق تعزى لجنسهم.
الخلاصة: توصى الدراسة بضرورة توظيف التعلم الرقمي في العملية التعليمية التعلمية، وتسهيل عملية التحول إلى نظام التعلم الرقمي من خلال إعداد المعلمين وتدريبهم على مهارات التعلم الرقمي والتقنيات التربوية الحديثة، والتركيز على تنمية القدرات الاجتماعية والعاطفية لدى الطلبة، والعمل على خفض الفاقد الوجداني، لا سيما الوحدة والعزلة الاجتماعية لديهم.
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