E-Modeling Style and Its Timing in Presenting Activities Contribute to the Development of Technical Performance and Engagement in Learning for Student Teachers

Document Type : Original Article

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minia university

Abstract

The aim of the research is to determine the most suitable pattern of e-modeling (animated/  verbal) and the method of presenting activities (before the activity/after the activity) for student teachers in the Department of Instrucation Technology - Faculty of Specific Education in developing technical performance skills and engagement in learning. The research relied on the descriptive approach to study the research variables, as well as the experimental approach to conduct the experiment, where research is one of the preparatory and processing research, there are four experimental processors, represented in two patterns of e-modeling (animated/ verbal), in order to develop the technical performance skills of teacher students according to the timing method of presenting activities (before the activity/after the activity). The measurement tools are represented in: a achievement test for the cognitive aspect of technical performance skills, an observation card to assess the skill performance aspect of technical performance skills, in addition to a scale of engagement in learning. The research concludes several results, the most important of which is the effectiveness of the e-modeling (animated/ verbal) style in developing technical performance skills for using the interactive whiteboard and the associated cognitive aspect of these skills. In addition, students who studied with the animated e-modeling style before the activities demonstrated superiority, followed by students who studied with the animated e-modeling style after the activity

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