Effectiveness of Synchronous Discussions and Video Lectures Modes on Improving Metacognitive Thinking and Life Skills in Online E-Course

Abstract

The present study aimed to identify the effectiveness of two modes (synchronous discussions and video lectures) on improving metacognitive thinking and life skills in online e-course. The study sample consisted of 80 students, who were divided into two experimental groups were selected purposively, where the first one 45 student studied in simultaneous discussions mode, and the second 35 students studied in video lectures mode. The study tools consisted of the metacognitive thinking test and the life skills scale, which were administered using a pre-and-post design. The study results showed that there were statistically significant differences between the average scores of the two study groups in the post test on the metacognitive thinking test in favor of the first experimental group, while there were no significant differences between the average scores of the two experimental study groups in the post test on the scale of the life skills. Considering this, the study recommended paying attention to the usage of different modes of technologies, which contribute to improving students' skills to keep pace with the requirements of the times. In addition to offering workshops, courses, and seminars for lecturers and students about dealing with synchronous and asynchronous educational technologies. Keywords: synchronous discussions, video lectures, metacognitive thinking skills, life skills.