Impact of Electronic Interaction Patterns in a Collaborative Learning and Instructional Anchors-Based Environment on Developing Instructional Design Skills and Achievement Motivation

Authors

  • Ghada Mawad Assistant Professor of Educational Technology and Information, Prince Sattam bin Abdulaziz University, Saudi Arabia and KSA Lecturer in Educational Technology and Information, Ain Shams University, Egypt https://orcid.org/0000-0001-8287-1173

DOI:

https://doi.org/10.18488/journal.61.2020.81.86.105

Abstract

This study aimed to investigate the impact of electronic synchronous and asynchronous interaction patterns, in a learning environment based on collaborative learning and instructional anchors, on developing instructional design skills and achievement motivation. A quasi-experimental design was used to develop a theoretical framework and research tools, while a sample of 50 students from the College of Education at Prince Sattam bin Abdulaziz University were selected and 25 allocated to each of two experimental groups. Synchronous and asynchronous interaction patterns were used to teach instructional design skills to and stimulate achievement motivation in the first and second groups, respectively. The impact on each group was then assessed through achievement, observation card, evaluation card, and achievement motivation scale pre- and posttests. The results from the asynchronous exceeded the synchronous interaction pattern, due to its 24/7 availability, revealing the impact on enhancing students’ achievement motivation to be significant.

Keywords:

Electronic interaction, Collaborative learning, Instructional anchors, Instructional design, Achievement motivation

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Published

2020-02-11

How to Cite

Mawad, G. . (2020). Impact of Electronic Interaction Patterns in a Collaborative Learning and Instructional Anchors-Based Environment on Developing Instructional Design Skills and Achievement Motivation. International Journal of Education and Practice, 8(1), 86–105. https://doi.org/10.18488/journal.61.2020.81.86.105

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Articles