The DOI matches its Crossref record; 25 of the 25 references it cites were found in a registry or an index.
The effect of personal learning environments on participants’ higher order thinking skills and satisfaction
Abstract
The present study aimed to examine the effect of Personal Learning Environments on participants’ higher-order thinking skills and satisfaction. Two main instruments, namely a test for higher-order thinking skills and a scale for participants’ satisfaction with the course content of educational techniques were developed to achieve this aim. I-Google Portal and Blackboard System were also used. The experimental approach was used to detect the relationship between the dependent variable, i.e. Personal Learning Environments versus Blackboard and the dependent variables mainly participants' higher-order thinking skills and satisfaction. Fifty students took part in the present study. Findings showed that there was a statistically significant difference between the modified gain ratio of participants’ degrees in the first experimental group that was taught through the Personal Learning Environments and second experimental group that received learning via Learning Management System in accordance to participants’ higher-order thinking and satisfaction in favor of the first experimental group.
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Cites
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Cited by
Huang, Y.-M., Silitonga, L. M., & Wu, T.-T. (2022) · Computers & Education · doi:10.1016/j.compedu.2022.104494 · Cited by 225
Development and validation of generative artificial intelligence attitude scale for students
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“…result, personalised instruction facilitated by generative AI technology combined with student-generated content creation abilities enhances overall comprehension levels among learners and higher-order thinking skills while increasing satisfaction with the course (Elfeky, 2019; Zhang et al., 2020).”
Metadata
- Authors
- Elfeky, A. I. M.
- Venue
- Innovations in Education and Teaching International
- Publisher
- Informa UK Limited
- Published
- 2018-10-17
- Volume
- 56
- Issue
- 4
- Pages
- 505-516
- ISSN
- 1470-3297
- 1470-3300
- Cited by
- 33
- References
- 25
- Language
- en
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