أثر أنشطة الاسترجاع الهجين عبر محركات البحث على تعزيز الوعي بالجوانب الاحترازية أثناء الطوارئ التعليمية لدى طلاب المرحلة المتوسطة
الكلمات المفتاحية:
الاسترجاع النصي، الاسترجاع الجرافيكي، الاسترجاع القائم على الفيديو، الاسترجاع الهجين، محركات البحث، الوعي بالجوانب الاحترازية، الطوارئ التعليمية
الملخص
تُعد جائحة كوفيد-19 أكبر حالة طوارئ تعليمية شهدها العصر الحديث، وقد فتحت الجائحة الباب أمام المؤسسات التعليمية نحو ضرورة العمل والاستعداد لتوفير بدائل متنوعة في حال ظهور أي حالة طارئة بحيث لا تتوقف العملية التعليمية. ومع تكرار حالات الطوارئ التعليمية بعد كوفيد-19 يصبح من الضروري العمل على تعزيز وعي الطلاب بآليات وإجراءات التعامل أثناء هذه الحالة الطارئة. ولكون أدوات الاسترجاع الرقمي (النصي، والجرافيكي، والفيديو) من الأدوات المهمة التي تساعد في الوصول إلى مصادر معلومات متعددة ومتنوعة فإن البحث الحالي جاء مستهدفًا تحديد أثر أنشطة الاسترجاع الهجين عبر محركات البحث في تعزيز الوعي بالجوانب الاحترازية في أثناء الطوارئ التعليمية. اعتمد البحث على المنهج شبه التجريبي للمقارنة بين مجموعتي البحث، حيث تدرس المجموعة التجريبية باستخدام أنشطة الاسترجاع الهجين عبر محركات البحث، والمجموعة الضابطة تستخدم الطريقة الاعتيادية القائمة على المحاضرات والنشرات. تكونت عينة البحث من (60) طالبًا بالمرحلة المتوسطة، تم توزيعهم عشوائيًا على مجموعتي البحث. من خلال البحث الحالي تم تطوير مقياس للكشف عن مستوى الوعي بالإجراءات الاحترازية، يتكون من ثلاثة محاور وهي الوعي المعرفي، والوعي الأدائي، والوعي النفسي، تتضمن (30) مفردة. وأظهرت النتائج أفضلية المجموعة التجريبية التي استخدمت أنشطة الاسترجاع الهجينة عبر محركات البحث بالمقارنة مع المجموعة الضابطة فيما يتعلق بتحسين مستويات الوعي بالجوانب الاحترازية في أثناء الطوارئ التعليمية. أوصى البحث بضرورة التوسع في توظيف أدوات الاسترجاع الرقمي في الأنشطة التعليمية ضمن الكتب المدرسية.
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14. Alhalafawy, W. S., & Zaki, M. Z. (2022). How has gamification within digital platforms affected self-regulated learning skills during the COVID-19 pandemic? Mixed-methods research. International Journal of Emerging Technologies in Learning (iJET), 17(6), 123-151. doi:https://doi.org/10.3991/ijet.v17i06.28885
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19. Alzahrani, F. K., & Alhalafawy, W. S. (2023). Gamification for Learning Sustainability in the Blackboard System: Motivators and Obstacles from Faculty Members’ Perspectives. Sustainability, 15(5), 4613. doi:doi.org/10.3390/su15054613
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22. Alzahrani, F. K. J., Alshammary, F. M., & Alhalafawy, W. S. (2022). Gamified Platforms: The Impact of Digital Incentives on Engagement in Learning During Covide-19 Pandemic. Cultural Management: Science and Education (CMSE), 7(2), 75-87. doi:10.30819/cmse.6-2.05
23. Ansari, A., & Mohammed, M. H. (2015). Content based video retrieval systems-methods, techniques, trends and challenges. International Journal of Computer Applications, 112(7).
24. Asanov, I., Flores, F., McKenzie, D., Mensmann, M., & Schulte, M. (2021). Remote-learning, time-use, and mental health of Ecuadorian high-school students during the COVID-19 quarantine. World Development, 138, 105225. doi:https://doi.org/10.1016/j.worlddev.2020.105225
25. Brandon, A. F., & All, A. C. (2010). Constructivism theory analysis and application to curricula. Nursing education perspectives, 31(2), 89-92.
26. Chan, A., Nickson, C., Rudolph, J., & Joynt, A. L. G. (2020). Social media for rapid knowledge dissemination: early experience from the COVID‐19 pandemic.
27. Chard, I. (2013). Share, Collaborate, Exploit Defining Mobile Web 2.0. Retrieved at
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منشور
2024-04-11
كيفية الاقتباس
د. مروة زكي توفيق زكي, د. وليد يسري عبدالحي الرفاعي, أ. شروق عثمان جاري العمري, & أ.د. وليد سالم محمد الحلفاوي. (2024). أثر أنشطة الاسترجاع الهجين عبر محركات البحث على تعزيز الوعي بالجوانب الاحترازية أثناء الطوارئ التعليمية لدى طلاب المرحلة المتوسطة. Journal of Educational and Human Sciences, (34), 21-42. https://doi.org/10.33193/JEAHS.34.2024.468
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