pattern and timing of providing electronic activities in blended training and their impact on the use of content authoring tools in the Thinqi e-learning management platform and technological confidence among faculty members at Menofia University

research Summary:

The aim of the research was to examine the training activity patterns (individual/participatory) and the timing of these activities (during training/immediately after), as well as the impact of the interaction between the style and timing of these activities in a blended training environment on the skills of employing content authoring tools within the Thinqi e-learning management system and the technological confidence .

The results showed statistically significant differences between the average scores of the experimental groups in the post-application of the knowledge test and the product evaluation card regarding the training activity styles related to the skills of employing content authoring tools within the Thinqi e-learning management system, in favor of the groups that engaged in participatory training activities. There were also statistically significant differences between the average scores of the experimental groups in the post-application of the knowledge test and the product evaluation card concerning the timing of delivering training activities related to the skills of employing content authoring tools within the Thinqi e-learning management system, favoring the groups that received activities during training. Additionally, an interaction effect was observed between both the style and timing of the activities. The results indicated a statistically significant difference between the average scores of the pre- and post-application of the experimental groups in the post-measurement of the technological confidence scale, in favor of the post-application, while there were no statistically significant differences attributed to the style of training activities or the timing of their delivery or the interaction between them.