Faculty of Physical Education for (Men-Girls), Department of Curriculum and Teaching Methods of Physical Education, Port-Said University, Port-Said, Egypt.
PLoS One. 2023 Jan 6;18(1):e0279921. doi: 10.1371/journal.pone.0279921. eCollection 2023.
The rapid spread of COVID-19 has forced schools and universities to close. Globally, education systems face unprecedented challenges, and learning management systems (LMS) are the only solution. The current study aimed to investigate the effectiveness of a Blackboard collaborative breakout group on the cognitive achievement of physical education teaching styles. The quasi-experimental method involved creating two groups: one experimental and one control, with the experimental group using Blackboard collaborative breakout groups and the control group relying exclusively on online lectures and continuing with the same method without breakout groups. The study sample consisted of 40 students who were randomly assigned and divided equally into the two groups. Based on the research sample, homogeneity within the group and equivalence between groups in terms of age, Grade Point Average (GPA), and high intelligence test (IQ) were evaluated. The results showed that the experimental group's cognitive achievement was superior to that of the control group. Therefore, the design of the learning process enhances student collaboration, participation, and reinforcement. Additionally, the experimental group retained the learning outcomes for a month after the cessation of all teaching and learning processes. To conclude, giving a lecture using webinar tools such as Blackboard Collaborate Ultra does not necessarily mean achieving the intended educational goals. As a result, it is necessary to look for ways to integrate active learning strategies, such as collaborative learning, to enhance student involvement in distance learning.
COVID-19 的迅速传播迫使学校和大学关闭。在全球范围内，教育系统面临着前所未有的挑战，学习管理系统（LMS）是唯一的解决方案。本研究旨在调查 Blackboard 协作 breakout 小组对体育教学风格认知成就的有效性。准实验方法包括创建两个组：实验组和对照组，实验组使用 Blackboard 协作 breakout 小组，对照组仅依赖在线讲座，并继续采用相同的方法，没有 breakout 小组。研究样本由 40 名学生组成，他们被随机分配并平均分为两组。根据研究样本，对组内同质性和组间年龄、平均绩点（GPA）和高智商测试（IQ）的等效性进行了评估。结果表明，实验组的认知成绩优于对照组。因此，学习过程的设计增强了学生的协作、参与和强化。此外，实验组在停止所有教学和学习过程一个月后仍保留学习成果。总之，使用 Blackboard Collaborate Ultra 等网络研讨会工具进行讲座并不一定意味着能够实现预期的教育目标。因此，有必要寻找方法来整合主动学习策略，例如协作学习，以增强学生在远程学习中的参与度。
