This study aimed identifying the patterns of virtual classrooms and their effect on achievement and skill performance of operating digital equipment’s among student- teachers in the Educational Technology Course through a study conducted with 52 female students whose age ranged from 21 to 23 years enrolled in the sixth level at the Faculty of Education and the Faculty of Arts, King Khalid University during the second term of the academic year 2012/ 2013. The students were divided into three groups: two experimental groups and one control group. The first experimental group (n=15 students) used the Live Virtual Classroom, the second experimental group (n=17 students) used Recorded Live Virtual Classrooms using Elluminate Live through the Blackboard Learning management System, and the third (control) group (n= 20 students) used the traditional method (demonstrations). Statistical analyses were conducted using mean scores, standard deviations and One Way ANOVA for assessing the significance of the differences between the mean scores. Tokey test was used to identify the differences between groups concerning achievement and skill performance. Results of the study indicated statistical significant differences between the students’ mean scores in achievement of operating the Data Show in favor of the Recorded Virtual Classroom. However, there was no statistical significant difference between the students’ mean scores in achievement of operating the Visual Presenter or the Digital Podium. In addition, there was a statistically significant difference between the students’ mean scores in the skill of operating the Digital Podium in favor of the Live Virtual Classroom while no statistical significant differences were found concerning the skill of operating the Data Show or the Visual Presenter. |
