The importance of digital learning elements of e-training have emerged through their ability to strengthen the training, to change the traditional relationship between coach and trainee, and to be linked closely to cognitive styles; as utilization of digital learning elements features are based on identifying cognitive styles for teachers. The current research based on cognitive style (bearing ambiguity in exchange for not bearing ambiguity) where accordingly teachers weare classified into two groups: First that bearing that ambiguity and trying to discover what is new. Second that not bearing that ambiguity and only taking the knowledge and skills they have, wthichat reflects on its self-efficacy.
Statement of the problem.
The public secondary education teacher's' lack of knowledge of e-learning strategies, and how to use them in the educational process, and their belief in their low capacity to utilize it.
Main question.
What is the effect of interaction between the display timing of digital learning elements and cognitive style on the development of utilizing e-learning skills and self-efficacy among teachers of public secondary education?
The following questions are emerginge from the main question:
1-. What are the necessary skills for using e-learning strategies in public secondary education?
2-. What are the training needs for teachers to use e-learning strategies in public secondary education?
3-. What is the effect of interaction between the display timing of digital learning elements (beginning of the training / end of training) and cognitive style (bearing ambiguity / ambiguity intolerance) on cognitive aspects of utilizing e-learning skills of public secondary education teachers?
4-. What is the effect of interaction between the display timing of digital learning elements (beginning of the training / end of training) and cognitive style (bearing ambiguity / ambiguity intolerance) on the practical aspect utilizing e-learning skills and self-efficacy among teachers of public secondary education?
5-. What is the effect of interaction between the display timing of digital learning elements (beginning of the training / end of training) and cognitive style (bearing ambiguity / ambiguity intolerance) on developing self-efficacy towards utilizing e-learning skills and self-efficacy among teachers of public secondary education?
Purpose of the study.
1. Identify the necessary skills of the teacher for using e-learning strategies in public secondary education.
2-. Identify the training needs for the teacher to use e-learning strategies in public secondary education.
3-. Measuring the effect of interaction between the display timing of digital learning elements (beginning of the training / end of training) and cognitive style (bearing ambiguity / ambiguity intolerance) on cognitive aspects of utilizing e-learning skills of public secondary education teachers.
4-. Measuring the effect of interaction between the display timing of digital learning elements (beginning of the training / end of training) and cognitive style (bearing ambiguity / ambiguity intolerance) on the practical aspect utilizing e-learning skills and self-efficacy among teachers of public secondary education.
5-. Measuring the effect of interaction between the display timing of digital learning elements (beginning of the training / end of training) and cognitive style (bearing ambiguity / ambiguity intolerance) on developing self-efficacy towards utilizing e-learning skills and self-efficacy among teachers of public secondary education.