The two styles of the Flipped classroom (self/participation) and their effectiveness in developing e-lesson design skills and academic perseverance among Instruction technology students.

Document Type : Original Article

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Education technology specific education Portsaid university

Abstract

The aim of the current research is to compare the two styles of the Flipped classroom (self / participatory) and their effectiveness in developing electronic lesson design skills and academic perseverance among students of the Department of Educational Technology, through a study of the foundations of choosing educational aids for students of the third year, and the researcher used the experimental method, and The measurement tools were the achievement test, the academic perseverance scale, and a note card for the skills of designing electronic lessons for the skills to be acquired for students of the Department of Educational Technology. The research sample consisted of (60) male and female students divided equally, The first group is taught using the inverted classroom style based on self-learning, and the second is taught using the participatory inverted classroom style. The results of the research indicated that there were statistically significant differences between the two research groups in acquiring electronic lesson design skills, and differences were found in the academic perseverance scale in favor of the studied group. Using an inverted classroom style based on participatory learning.

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