A Proposed Model for Designing Creative Interactive e-Learning Activities and its Impact on Developing Knowledge Generating, Depth of Learning, and Team Work Skills

摘要

The research objectives were to develop a proposed model for designing creative interactive e-learning activities and measure its impact on developing knowledge generating skills, depth of learning, and team work skills among graduate students at the distance teaching and training program, Arabian Gulf University. To achieve these purposes, the developmental research methodology was adopted through three main stages: Systematic design, Systematic development, and Evaluation. In the systematic design phase, a list of educational and creative design standards of e-learning activities was developed. In the systematic development phase, the main components of the proposed models were created. The main components (domains) of the proposed model were: Knowledge domains and classifications, Instructional strategies, e-learning tools and media, Educational standards, Creativity processes, and Mental knowledge structure. In the evaluation phase, the researcher developed three main scales: Knowledge generating skills scale, Depth of learning scale, and Team work skills scale. The knowledge generating scale consisted of six main skills, they are: Knowledge diagnosing, Cognitive re-organizing, Knowledge application, Knowledge maintenance, Knowledge distribution, and Knowledge renewing. These main skills need thirty sub skills to be accomplished.  The depth of learning scale consisted of (52) skills. The team work scale consisted of (54) skills. To disseminate and evaluate the target model, the researcher applied it on a sample of (26) graduate students at the distance teaching and training program, Arabian Gulf University during the first semester of 2012-2013 academic year. This sample was divided into two groups: the control group (16) students and the experimental group (8) students. The results of research revealed that the proposed model has statistical and practical impact on developing knowledge generating skills, depth of learning and team work skills i- favor of the experimental group. Based on these results, a set of educational recommendations and suggestions were provided in this respect.