The impact of interaction between timing of feedback provision in distance e-learning and learning styles on achieving learning outcomes among arab open university students

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Abstract

The present study aims to identify the impact of interaction between timing of providing feedback and technologies delivered in E-Learning environments (Immediate - Delayed) & interaction with learning style (Active - Reflective) on developing the design and production skills of educational e-blogging; and satisfaction with e-learning environment. The sample consisted of (67) students from the Arab Open University, Kingdom of Saudi Arabia, Dammam Branch. The participants were divided into four experimental groups according to the design Factorial (2 × 2): Group 1: (19) students with active learning style provided with immediate feedback; Group 2: (17) students with active learning style provided with delayed feedback; Group 3: (15) reflective students provided with immediate feedback; Group 4: (16) reflective students provided with delayed feedback. The tools include observation card, satisfaction scale with e-learning environment and learning style scale. The results showed statistically significant differences between the mean scores of the experimental groups, which received immediate feedback in acquiring the design and production skills of blogging and satisfaction with e-learning environment. The results also showed that students with active learning style were superior in their performance on each of the performance practical skills for the design and production of blogs and satisfaction with e-learning environment.

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APA

Afify, M. K. (2018). The impact of interaction between timing of feedback provision in distance e-learning and learning styles on achieving learning outcomes among arab open university students. Eurasia Journal of Mathematics, Science and Technology Education, 14(7), 3053–3068. https://doi.org/10.29333/ejmste/91619

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