The interaction between the free style navigating in e-training environments and its impact on the development of effective teaching skills and learning engagement of the student-teacher at the faculty of Education, New Valley University

The present research aimed to determine the effect of the interaction between the free style navigation in an electronic training environment and the cognitive style (tolerance of ambiguity/intolerance of ambiguity) in the development of effective teaching skills and engagement in learning for the student teacher at the Faculty of Education
The study sample was determined from60 Students of the third year, Biology Division, Faculty of Education, New Valley University. The sample was divided into four experimental groups, each group (30) students- first group is students with the cognitive style (tolerating ambiguity) studying in the free navigation style, second group is students with the cognitive style (tolerating ambiguity) studying in the restricted navigation style, the third group is students with the cognitive style (intolerance of ambiguity) studying in the free navigation style, and the fourth group is students with Cognitive style (intolerance of ambiguity) taught in the style of restricted navigation, and the research tools included the following: an achievement test for cognitive information related to effective teaching skills (prepared by the researcher), observation card of practical performance of effective teaching skills , cognitive style scale (tolerance of ambiguity / lack of ambiguity tolerance), a measure of engagement in learning.
The results of the research revealed that there is an effect of the interaction between the navigation style in electronic training environment and the cognitive style (tolerance of ambiguity / intolerance of ambiguity) in developing effective teaching skills and engaging in learning for the student teacher at the Faculty of Education,