The Effect of Using Gagne’s Learning Events Model on Developing E-Lessons Design Skills and Satisfaction Towards E-Training Among Instructional Technology Specialists in the Kingdom of Bahrain

Abstract

This paper aims at examining the effect of using Gagne’s model of Instructional events on developing the skills of designing e-lessons and satisfaction towards e-training among educational technology specialists in the Kingdom of Bahrain. The study tests the following hypotheses: 1) There are significant differences at level (0.05) between the average scores of the experimental group and the control groups on performance assessment skills in designing electronic lessons in favor of the experimental group; 2) There are statistically significant differences at level (0.05) between the average scores of the experimental group and the control groups in the final product of e-lessons in favor of the experimental group; 3) There are statistically significant differences at level (0.05) between the mean of the experimental group and the control group on level of satisfaction toward e-training in favor of the experimental group. The study followed the experimental method to validate the hypotheses. The study sample consisted of 45 instructional technology specialists, they were randomly assigned to three groups, one experimental group, and two control groups. We used three tools to collect data: e-lesson design skills scale, score card of final product, and a scale of e training satisfaction. The results of this study ended up with acceptance of all research hypotheses. There were statistically significant differences between the groups in favor of the experimental group. The study recommended the training of educational technology specialists to design lessons according to Gange’s learning and instruction events model. In addition, the study recommended the application of the proposed training program to train teachers at the Ministry of Education to develop their skills in designing electronic lessons.