The aim of the research is to prepare a list of skills for producing E-tests and E-drills based on computer software by Quiz Creator, and on the web by Google Form application, and measuring the impact of the difference way project-based learning is presented (electronic - blended - traditional) in developing skills for producing E-tests and E-drills for students of the Computer Teacher Preparation Division at Faculty of Specific Education - Port Said University, where the research sample consisted of 108 students divided into three experimental groups (36 students per group), the first experimental group: studied by project- based learning- electronic “via web” by Google Classroom, the second experimental group: studied by project-based learning- blended (traditional method + E- learning by Google Classroom), and the third experimental group: studied by project-based learning by the traditional method, and the results of the research reached the superiority of the second experimental group that studied by project-based learning- blended in: cognitive test, observation card, and product evaluation card for production of E-tests and E-drills based on computer software and on the web, followed by the first experimental group that studied by project-based learning- electronic.

This study aimed at exploring the effect of using the Blended learning in developing e-learning applications among U B students and their attitudes towards them. (60) students from the Faculty of Engineering at U B, Kingdom of Saudi Arabia, participated in the study. They were assigned equally to two groups; the first was the experimental (30 students)as participants studied using Blended E-learning style, and the control one (30 students) in which participants studied using the traditional method. The researcher prepared the scale of Attitudes towards E-learning Applications, and the Achievement Test. Data were analyzed using the SPSS package. Results concerning the achievement test for the e-learning applications knowledge revealed that there were statistically significant differences between the experimental and control groups in the post-test of the e-learning applications in favor of the experimental group. Moreover, there were statistically significant differences between the pre/post measurements of the experimental group in the e-learning applications in favor of the post measurement. Furthermore, results concerning attitudes towards e-learning applications revealed that there were statistically significant differences between the experimental and control groups in the post-test of attitudes towards e-learning applications in favor of the experimental group. Finally results showed that there were statistically significant differences between the pre/post measurements of the experimental group in the attitudes towards e-learning applications in favor of the post measurement. In the light of the abovementioned results, the studyrecommended making use of the blended e-learning in enhancing the level of learners’ achievement and their several e-learning skills as well.

The current study serves to know the effect of the interaction between information technology (fixed transport) on the flexible e-learning environment and the method of learning that is compatible with learners, in order to improve some learning outcomes in the network management course and increase student motivation. For learning, of course, the current research is based on the Entwistle model, as this model depends on the relationship between individual learning methods and the level of learning outcomes, and contains three sub-methods of learning (surface - deep - strategic), and the experimental method based on global design 2X 3, included the experiment The research group has six experimental groups, and the research sample consisted of 60 students in the Department of Management Information Systems and Research Tools (knowledge of the acquired test - Entwistle scale - motivational scale). The results of the research experiment: There are statistically significant differences for the experimental groups in the learning and motivation outcomes due to the different infographic pattern used in the design and the different learning style, as well as the interaction between the infographic pattern (Fixed - moving) and the learning methods of the Antostel model (surface-deep-strategic) that resulted in a mixture My learner and emotional learner have a course impact on improving learning outcomes and motivation.