The Effect of Distance Training on the Motivation towards Collaborative Training and Skills of the Educational Resource Specialists in the Intermediate Schools in the Kingdom of Bahrain

This study aimed at investigating the effect of using distance collaborative training on educational resources' specialists cognitive skills, technical skills and motivation related to a training program in the field of educational resources. To verify the hypotheses of the study, the quasi-experimental design method was utilized on a sample consisted of all of the educational resources' specialists in the intermediate schools which consisted of 35 specialists out of 185 specialists working in public schools at the Ministry of Education in the Kingdom of Bahrain. This was the available sample to the researcher. They were divided by the department of Intermediate education, according to school districts, into two groups: the first experimental group consisted of specialists in the schools of the first and second districts and consisted of 18 specialists, the second pilot group consisted of specialists in the schools of the third and fourth districts and consisted of 17 specialists. The results of the study made apparent the existence of statistically significant differences between the two groups. The first experimental group and the second experimental group in the average level of responses from professionals indicated high levels of trust and satisfaction in the training strategy. In addition, the total dimensions of the motivation scale (MSLQ) for each of the two groups made the difference for responses to the favor of the second experimental group. This also resulted in findings that there were significant differences in knowledge skills between the two groups after the application of cognitive skills training program for the second experimental group. Finally, the study confirmed that the second experimental group had gained higher levels of technical skill(s) than the first experimental group.