Levels of learners' participation in the implementation of distance learning tasks and activities and its impact on their performance

Abstract

The aim of the research is to explore the impact of the different levels of participation of distance learners (individual versus group) in the implementation of distance learning activities and tasks in the asynchronous virtual classroom environment and on the learners' performance.

The researchers adopted the developmental research method, including description, development and experimentation. The experimental method was also adopted to measure the impact of the difference between the levels of individual and group learners' participation during the implementation of distance learning tasks in the virtual classroom environment. Pre-Posttest with tow Experimental Group Design was used. The research sample consisted of (49) students from the College of Education at Imam Abdul Rahman bin Faisal University in the Kingdom of Saudi Arabia, they were selected intentionally. The skill performance evaluation scale and the satisfaction scale with the training and distance learning environment were built, and their statistical characteristics were verified. The necessary experimental treatments were also built to achieve the purpose of the study.

The results revealed a positive impact with a large effect size for the participation of learners during the implementation of distance learning tasks and activities in the virtual classroom environment, regardless of the level of individual or group participation in improving their performance in designing and producing fixed visual learning materials, and improving their satisfaction with the training and learning environment for after. With regard to the impact of the different levels of participation (individual versus group) in the implementation of distance learning tasks and activities in the virtual classroom on the performance of learners, the results revealed that the learners who implemented learning tasks at a level of collective participation in the form of small work groups have achieved better results in their performance to implement Learning tasks, achieving higher levels of satisfaction with the virtual training and distance learning environment compared to those who implemented learning tasks with an individual level of participation. In light of these results, the study presented some conclusions, recommendations, and suggestions regarding the design of distance learning environments and the levels of learners' participation in them, for adoption by professors, instructional designers, and researchers.