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Publication Details
AFRICAN RESEARCH NEXUS
SHINING A SPOTLIGHT ON AFRICAN RESEARCH
computer science
Effectiveness of a blended e-learning cooperative approach in an Egyptian teacher education programme
Computers and Education, Volume 51, No. 3, Year 2008
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Description
This paper describes the results and implications of a study into the effectiveness of a blended e-learning cooperative approach (BeLCA) on Pre-Service Teacher's (PST) achievement, attitudes towards e-learning and cooperativeness. Quantitative and qualitative methodologies were used with participants of the study. Twenty-six science PSTs, enrolled in an Egyptian university, represented the study's experiential and control groups. Pre and post-tools were administered to participants in the two groups in a quasiexperimental design. Instruments to measure dependent variables of the study were developed by the authors in light of relevant previous studies. The findings suggest that PSTs in the experimental group have higher achievement levels in their post-overall-course-test, 'comprehensive-score', and attitudes towards e-learning environments compared to those of the control group. The specific design of the course may be responsible for these changes. Future implications and suggestions for teacher educational programmes are presented. © 2007 Elsevier Ltd. All rights reserved.
Authors & Co-Authors
EL-Deghaidy, Heba
Egypt, Ismailia
Suez Canal University
Nouby, Ahmed
Egypt, Ismailia
Suez Canal University
Statistics
Citations: 188
Authors: 2
Affiliations: 1
Identifiers
Doi:
10.1016/j.compedu.2007.10.001
ISSN:
03601315
Study Design
Randomised Control Trial
Study Approach
Qualitative
Quantitative