The impact of advance organizers in virtual classrooms on the development of integrated science process skills.

Unlike virtual classrooms that have received extensive research attention in both academic and practical contexts because of their ability to improve students' outcomes, the use of advance organizers are still in need for more research to prove their efficacy in fulfilling expected learning outcomes in these virtual classrooms. Hence, the present study aims to identify the impact of using such organizers in virtual classrooms on the development of students' integrated science process skills. The present study was applied to 64 students who were studying for their Master's degree in the vocational education techniques in the "Research Project" course. Participants were randomly divided into two equal experimental groups with 32 students in each. An assessment card of five main domains was used to evaluate students' skills in research procedural definition, identification and control of the research variables, questions and/or hypotheses, procedures and experimentation besides research interpretation of the results. Data analysis showed that the use of advance organizers in virtual classes was of great effect on the development of participants' integrated science process skills because skills of students in the first experimental group were better mastered than the skills of their peers in the second experimental group in accordance with the subskills in the five domains.

The effect of big data technologies usage on social competence.

The learning management system is a digital environment that enables the tracking of learner activities, allowing special forms of data from the academic context to be explored and used to enhance the learning process. This study aims to identify the effect of using big data technology in digital environments on the development of electronic social competence among optimal investment diploma students. An experimental method was used to explore the effect of big data technologies usage on social competence. The sample for this study consisted of (120) students in the Department of Curriculum and Teaching Methods, divided into two equal groups through random selection. The first group studied the course through a digital environment with the use of big data technology, while the second group studied the course through the digital environment without using big data technology. The electronic social competence scale was further utilized as a tool to meet the study's goal. The experimental findings showed that big data technologies in the used digital environment significantly improved the electronic social competence of Optimal Investment Diploma students (personal skills, self-management skills, and academic skills). The results provide significant proof of the advantages of big data technology in social competence studies and development.