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International Journal of Education and Practice

January 2020, Volume 8, 1, pp 86-105

Impact of Electronic Interaction Patterns in a Collaborative Learning and Instructional Anchors-Based Environment on Developing Instructional Design Skills and Achievement Motivation

Ghada Mawad

Ghada Mawad 1

  1. Assistant Professor of Educational Technology and Information, Prince Sattam bin Abdulaziz University, Saudi Arabia and KSA Lecturer in Educational Technology and Information, Ain Shams University, Egypt. 1

on Google Scholar
on PubMed

Pages: 86-105

DOI: 10.18488/journal.61.2020.81.86.105

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Article History:

Received: 28 October, 2019
Revised: 02 December, 2019
Accepted: 08 January, 2020
Published: 11 February, 2020


This study aimed to investigate the impact of electronic synchronous and asynchronous interaction patterns, in a learning environment based on collaborative learning and instructional anchors, on developing instructional design skills and achievement motivation. A quasi-experimental design was used to develop a theoretical framework and research tools, while a sample of 50 students from the College of Education at Prince Sattam bin Abdulaziz University were selected and 25 allocated to each of two experimental groups. Synchronous and asynchronous interaction patterns were used to teach instructional design skills to and stimulate achievement motivation in the first and second groups, respectively. The impact on each group was then assessed through achievement, observation card, evaluation card, and achievement motivation scale pre- and posttests. The results from the asynchronous exceeded the synchronous interaction pattern, due to its 24/7 availability, revealing the impact on enhancing students’ achievement motivation to be significant.
Contribution/ Originality
The primary contribution of this study is the discovery that adapting modern technology to the educational context opens up new horizons for e-learning and instructional anchors. It provides a new teaching style and develops the planning and design skills for collaborative learning, which plays a significant role in enhancing students’ achievements and achievement motivation.


Electronic interaction, Collaborative learning, Instructional anchors, Instructional design, Achievement motivation.



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This project was funded by the Deanship of Scientific Research at Prince Sattam Bin Abdulaziz University under research project 10383/02/2019.

Competing Interests:

The author declares that there are no conflicts of interests regarding the publication of this paper.


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