E‐Learning أثر استخدام الجيل الثاني للتعلم الالكتروني ٢.٠ على مهارات التعليم التعاوني لدى طلاب كلية المعلمين في أبها

This study aimed to measure the effect of E‐learning ٢.٠ on Collaborative learning skills at the teachers' college students at King Khalid University in Abha. The study community comprised (٨٧٤) students during the first semester of the academic year (٢٠٠٧/٢٠٠٨) and a sample of (٥١) students were randomly selected. The quasi‐experimental method employed two groups post test design; the (٢٥) students experimental group were taught in collaborative learning style based on E‐learning ٢.٠ tools that includes mainly Wiki and Blogs. However, the (٢٦) students control group were thought the same content but in collaborative learning style using traditional E‐learning based on the learning management system (LMS). A verification procedure of the equality of the two groups was made before the experimental application was made. At the end the effect of the experiment was measured (Independent variable: E‐learning٢.٠) on collaborative learning skills via Gunawardena, Low and Anderson (١٩٩٧) Computer Supported Collaborative Learning (CSCL) content analysis tool with reliability coefficient Cappa (٠.٨٠), which indicates substantial agreement as interpretation of Kappa scale. The study concluded that there was generally low level of collaborative learning among the two groups; hence there were no significant differences in collaborative learning among the E‐learning ٢.٠ group and the traditional E‐learning group. However, after analyzing the results as per Gunawardena, Loe and Anderson (١٩٩٧) quinquennial classification it was noticed that there were no significant differences at the first level, Sharing/Comparing of Information. However, there were significant differences at (٠.٠١) in favor of the experimental group at the second & the third levels of the collaborative learning which were: The Discovery and Exploration of Dissonance or Inconsistency among Ideas and Negotiation of Meaning/Co‐construction of Knowledge. On the contrary, no participation was recorded at the fourth and fifth higher level of collaborative learning, Testing and Modification of Proposed Synthesis or Co‐construction and Agreement Statement(s)/ Application of Newly‐Constructed Meaning. The study recommended the issuance of rules and regulations that organize E‐learning at the higher educational institutes, adding compulsory course on E‐learning, provisioning and facilitating the access to wide broadband internet connections, provisioning of E‐contents in Learning Objects and Courseware, adding web sites of Higher Education Institutions with E‐learning ٢.٠ tools which includes blogs, wikis, applications sharing and social networks, training faculty members with sound pedagogy approach in teaching with LMS, Blogs, wikis, sharing applications and social networks. Finally, the issuance of legislations that protect internet's users.