An outline based on blended participatory learning environments and its effect on promoting the values of digital citizenship and self-assessment in light of technology learning cycle among female university students

Abstract

The study examines the effect of an outline based on blended learning environments on promoting the values ​​of digital citizenship and self-evaluation to these values based on the female students’ technological learning cycle at Princess Noura University. The quasi-experimental Non-equivalent Control Group Design was used, and the study sample consisted of 120 female students at the foundational year studying the e-learning course. The treatment group included 60 students who studied the subject of digital citizenship using the proposed learning method. The control group also included 60 students who studied the same subject but using the traditional learning method. Cognitive skills assessment and self-assessment measures were applied to digital citizenship values for using the technological learning cycle. These skills included (comprehension, awareness, action, analysis), that were examined in a pretest and a posttest for each of the two groups. The study found statistically significant differences at (0.05 α) between the average scores of the treatment and comparison study groups in the posttest of the cognitive skills in the numerical values ​​of citizenship, as well as in the self-evaluation card in favor of the treatment group in both measurements. In light of the results, the study presented a number of recommendations and Proposals.