The Extent Of Using Online Learning In Developing Students’ Skills In The View Of The Knowledge-Based Economy Requirements From The Perspective Of Islamic Education Teachers And Post-Basic Education Students In Al Batinah South Governorate

مدى استخدام التعلم الإلكتروني في تنمية مهارات الطلبة في ضوء متطلبات الاقتصاد القائم على المعرفة من وجهة نظر معلمي التربية الإسلامية وطلبة التعليم ما بعد الأساسي في محافظة جنوب الباطنة

Authors

  • Rabeaa Mohammed Al Suqri Senior Teacher
  • Ali Mahdi Kazem Professor

Keywords:

Online, Learning, Students, Skills, Knowledge, Education

Abstract

The study aims to identify the extent of using online learning in developing students' skills in light of the knowledge-based economy requirements from the perspective of Islamic education teachers and post-basic education students in Al Batinah South Governorate. The study sample consisted of 80  male and female Islamic education teachers, and 400 male and female post-basic education students. In order to achieve the study objectives, a survey was applied on a sample of 80 male and female Islamic education teachers. A group of arbitrators verified the validity of the content. The stability factor reached (0, 89). In addition, a survey was conducted on a sample of 400 male and female post-basic education students, and the stability factor was 0.84. The study results revealed that the degree of the impact of using online learning in developing students' skills in light of the knowledge-based economy requirements came largely on all of the survey’s categories and the overall score from the perspective of Islamic education teachers and post-basic education students. The categories of information technology and communication skills and thinking skills were in the first and second ranks respectively from the perspective of the study sample. The study results also showed that there were no statistically significant differences in the responses of Islamic education teachers in all of the survey’s categories and the overall score of the gender variable.  There were also no statistically significant differences in the responses of students in all of the survey’s categories and the overall score of the classroom variable. On the other hand, the results revealed that there were statistically significant differences in the gender variable in favor of females. The results were discussed in light of the theoretical framework, and the results of previous studies. The study concluded with a set of recommendations and proposal.

ملخص البحث
هدفت الدراسة إلى معرفة مدى استخدام التعلم الإلكتروني في تنمية مهارات الطلبة في ضوء متطلبات الاقتصاد القائم على المعرفة من وجهة نظر معلمي التربية الإسلامية وطلبة التعليم ما بعد الأساسي. تكونت عينة الدراسة من 80 معلما ومعلمة لمادة التربية الإسلامية، و400 طالبًا وطالبة في مرحلة التعليم ما بعد الأساسي في محافظة جنوب الباطنة، ولتحقيق أهداف الدراسة طبقت استبانة على عينة من معلمي مادة التربية الإسلامية بلغت 80 معلما ومعلمة، تم التحقق من صدق محتواها بعرضها على مجموعة من المحكمين، وأما معامل ثباتها فبلغ 0,89، كما طبقت استبانة على عينة من طلبة مرحلة التعليم ما بعد الأساسي بلغت 400 طالبًا وطالبة، وحُسب معامل الثبات فبلغ 0,84. وقد أسفرت نتائج الدراسة على أن درجة أثر استخدام التعلم الإلكتروني في تنمية مهارات الطلبة في ضوء متطلبات الاقتصاد القائم على المعرفة جاءت بدرجة كبيرة على جميع محاور الاستبانة، والدرجة الكلية من من وجهة نظر معلمي التربية الإسلامية وطلبة التعليم ما بعد الأساسي، كما جاء محورا مهارات تقانة المعلومات والاتصالات ومهارات التفكير في المرتبتين الأولى والثانية على الترتيب من وجهة نظر عينة الدراسة. كما أظهرت نتائج الدراسة عدم وجود فروق دالة إحصائيا في استجابات معلمي التربية الإسلامية في جميع محاور الاستبانة والدرجة الكلية لمتغير النوع، وأشارت النتائج أيضا إلى عدم وجود فروق دالة إحصائيا في استجابات الطلبة في جميع محاور الاستبانة والدرجة الكلية لمتغير الصف الدراسي، بينما كانت الفروق دالة إحصائيا في متغير النوع لصالح الإناث. ونوقشت النتائج في ضوء الإطار النظري، ونتائج الدراسات السابقة، وخلصت الدراسة إلى مجموعة من التوصيات والمقترحات.

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Author Biographies

Rabeaa Mohammed Al Suqri, Senior Teacher

Ministry  of Education, Oman

Ali Mahdi Kazem , Professor

Department of Psychology, College of  Eduaction, Sultan Qaboos University, Oman

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Thesis & Dissertation

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Journal

Elder, L. 2005. Critical Thinking As The Key To The Learning College: A Professional Development Model. New Directions For Community Colleges, (130), 39-48.

Hennemann, S. , & Liefiner, I. 2010. Employability Of German Geography Graduates: The Mismatch Between Knowledge Acquired And Competences Required. Journal Of Geography In Higher Education, 34(2), 215–230.

Kay, K. 2009. Middle Schools Preparing Young People For 21st Century Life And Work. Middle School Journal (J3), 40(5), 41-45.

Kefela, G. 2010. Knowledge-Based Economy And Society Has Become A Vital Commodity To Countries. International Journal Of Educational Research And Technology, 1(2), 68-75.

Maxwell, G. Macfarlane, D. Scott, B & Williamson, E. 2009. Employers As Stakeholders In Postgraduate Employability Skills Development. Glasgow Caledonian University, 8(2),1-22. ‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬

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Published

2021-01-01

How to Cite

Rabeaa Mohammed Al Suqri, & Ali Mahdi Kazem. (2021). The Extent Of Using Online Learning In Developing Students’ Skills In The View Of The Knowledge-Based Economy Requirements From The Perspective Of Islamic Education Teachers And Post-Basic Education Students In Al Batinah South Governorate: مدى استخدام التعلم الإلكتروني في تنمية مهارات الطلبة في ضوء متطلبات الاقتصاد القائم على المعرفة من وجهة نظر معلمي التربية الإسلامية وطلبة التعليم ما بعد الأساسي في محافظة جنوب الباطنة. Al-Qanatir: International Journal of Islamic Studies, 21(1), 32–60. Retrieved from http://al-qanatir.com/aq/article/view/275