THE EFFECT OF COOPERATIVE BLENDED LEARNING DESIGN ON DEVELOPING ACHIEVEMENT AND SATISFACTION WITH LEARNING AMONG GRADUATE STUDIES STUDENTS

The present study aimed at designing a blended cooperative learning course and investigating its effect on the Arabian Gulf University Intellectual Disabilities and Autism graduate program master students` cognitive achievement and satisfaction with learning. The researchers utilized the experimental study method with a quasi-experimental design on a sample consisting of 6 students during the second semester of the academic year (2016/2017).
The blended cooperative learning environment was developed according to the ADDIE instructional design model in the light of the blended learning design standards (developed by researchers). The study (instruments) included cognitive achievement test and satisfaction (with learning scale). The results of the study revealed that there was a statistically significant difference between the mean scores of the sample at (α < 0.05) in both the pre and post applications of the cognitive achievement test in favor of the post application, and a statistically significant difference between the mean scores of the sample at (α < 0.05) in the pre and post applications of the learning satisfaction scale in favor of the post application.