Dr. Mona Tawakkul Elsayed

Associate Prof. of Mental Health and Special Education

Using the VLE to s

Using the VLE to supplement an attended course. For example, making lecture notes available on the VLE after each lecture, and providing / pointing the students in the direction of additional material.


  • The best of both worlds. The students benefit from person to person interaction as well as the new dimensions that the Internet can bring to their studies.
  • Digital information reduces strain on the library. Students no longer feel they have to fight over books.
  • Students feel that they benefit from simply listening to lectures, rather than having to take notes, which they can get from the VLE afterwards.
  • Students do not have to worry about missing tutorials if the information is on the VLE.


  • Students resent having to pay for Internet connection and feel that the institution is cutting costs at their expense, as they now have to pay for their own paper and ink, where as they would formerly have been provided with photocopied handouts by the lecturer.
  • Students are not motivated to go beyond the VLE and use it as a spoon to feed themselves with.
  • Students get frustrated if academic staff do not do a particularly good job of the VLE.
  • Not all students have their own computer, and find it difficult to get access to the VLE.

See also problems marked with an * in the previous section.

A key use of VLEs is for communication. VLEs can contain a personal mail-box for each student, as well as any number of bulletin boards, discussion groups and real-time chat rooms. These communication systems are designed for both Student-Lecturer and Student-Student interaction. Learning is encouraged beyond the lecture hall and indeed, independently of the lecturer, as students are able to discuss issues and disseminate their own ideas/resources/information. Students are also able to interact with other students doing the same course in other institutions and even in other countries.


  • Questions can be posted to the lecturer, and the answers can be viewed by everybody. As students frequently have the same questions, this can save a great deal of time. This can also be a good support to shy students who may not have the confidence to ask a question in front of a hundred other student in a lecture hall.
  • Students consider the VLE to be a good 'ice-breaker'. They can find out about a student and their work before meeting them in person, which makes conversation easier.
  • The written form of communication allows students to formulate their comments before making them (particularly beneficial to less confident students).
  • Distance learners feel more included as they can take part in discussions and get to know students on campus.


  • Less technology-savvy students may not perform as well as they would do in a traditional seminar.
  • Some students get frustrated if not many other students actually participate.
  • As one student from SOAS says: 'Giving the students a voice on the discussion board. Some of the postings are absolutely pointless and rather annoying'.
  • Some students at SOAS felt that their comments on the discussion boards were being 'censored' by academic staff. They felt they should be allowed freedom of speech.
  • Written communication is very different in nature to face-to-face contact. Written comments can be easily misinterpreted which can lead to discussions becoming arguments, which descend into personal attacks. Etiquette is not the same online as it is in person, and some people feel that the anonymity of message postings allows them to dispense with usual decorum and politeness. People are more likely to behave in a way that they would not dream of if speaking to a person face to face. While most tutors wish to permit freedom of speech, it is also felt that online debate does need to be carefully monitored and controlled to prevent them from descending into chaos.

VLEs can also be used for administrative purposes, providing a single, easily accessible area to post course information, assignment information, timetables and changes to venues, times etc. Special announcements can be made without the lecturer having to contact each student individually.


  • Students know where to go to get the information they need and can get it without bothering the lecturer.
  • Can save the lecturer time as all information can be deposited in one place.
  • Students can get access to information about the course / other courses, which they may not otherwise have known. This can help to inform their long-term study plans.


  • Students are not always able to check the VLE as often as they need to and miss important announcements.
  • Students resent having to check the VLE all the time just in case there is something important on it. It was easier for them when messages were sent to their regular mail-boxes.
  • Students may miss information during a system failure.

VLEs can also be used to allow students to compare their own work to that of other students. Some institutions are posting all student assignments onto the VLE so that students can learn from other students' work. This can give them a wider perspective on the subject than simply the lecturer's. It is frequently used as the basis for further discussion on the VLE.


  • Students learn from other students, not just the lecturer.


  • Students do not get to choose which pieces of their work are put up. Some students do not like others having access to their work at all, and become more concerned about mistakes.
  • Potential for encouraging plagiarism.
  • Some students feel that the VLE is abused, and simply used as a showcase for personal work (at SOAS, this was a criticism levelled at course administrators as well as other students).
  • Students learning from other students could result in a decrease in the quality of learning.


Blackboard Greenhouse Exemplary Course Program
MIT OpenCourseWare

3. Academic: Educational Websites

Some institutions (and individual academics) have preferred to develop their own online educational resources rather than use something as structured and pre-determined as a VLE.

These are basically individually designed websites that are tailored to a particular audience, often on a particular subject. They are much like an interactive text book, including audio, video and 3D graphics. Some also contain activities and quizzes etc to aid learning. They can make learning more interesting and have can help students to visualise situations and objects in a realistic way that they would not otherwise have the opportunity to see. They are often based on a particular resource such as a digital library or collection. These sites can also contain the discussion board elements of a VLE, and can give students / the general public the opportunity to ask questions of experts via email.

Some sites also contain an area for teachers, giving advice on have to use the resources for particular age groups and curricula. Many also include printable material to accompany the web site and to use in class.

These sites can also serve to promote the work of the organisation and some also contain fund raising opportunities. They are not so much aimed at a select group of students but are available to academics and members of the public alike. A lot of educational content that would be of interest to many people is currently only available to university students on college intranets.

It is however, less easy to fully integrate such a site with a specific course or program of study. They are more of a resource for students to draw on and to learn more about a particular subject. However, by working with schools, colleges and the Government, more institutions (like the BL) are trying to provide relevant content based on their knowledge and collections.

تواصل معنا

الجدول الدراسي

روابط مكتبات


التوحد مش مرض

متلازمة داون

روابط هامة

برنامج كشف الإنتحال العلمي (تورنتن)

روابط مهمة للأوتيزم

ساعات الإستشارات النفسية والتربوية

تجول عبر الانترنت

spinning earth photo: spinning earth color spinning_earth_color_79x79.gif

موعد تسليم المشروع البحثي

على طالبات المستوى الثامن  شعبة رقم (147) مقرر LED 424 الالتزام بتسليم التكليفات الخاصة بالمشروع في الموعد المحدد  (3/8/1440هـ)


معايير تقييم المشروع البحثي الطلابي


ندوة الدور الاجتماعي للتعليم


حالة الطقس

المجمعة حالة الطقس

الساعات المكتبية

التميز في العمل الوظيفي


(التميز في العمل الوظيفي)

برنامج تدريبي مقدم إلى إدارة تعليم محافظة الغاط – إدارة الموارد البشرية - وحدة تطوير الموارد البشرية يوم الأربعاء 3/ 5 / 1440 هـ. الوقت: 8 ص- 12 ظهرًا بمركز التدريب التربوي (بنات) بالغاط واستهدف قياديات ومنسوبات إدارة التعليم بالغاط

تشخيص وعلاج التهتهة في الكلام


حملة سرطان الأطفال(سنداً لأطفالنا)


اليوم العالمي للطفل


المهارات الناعمة ومخرجات التعلم


المهارات الناعمة

المهارات الناعمة مفهوم يربط بين التكوين والتعليم وبين حاجات سوق العمل، تعتبر مجالاً واسعاً وحديثا يتسم بالشمولية ويرتبط بالجوانب النفسية والاجتماعية عند الطالب الذي يمثل مخرجات تعلم أي مؤسسة تعليمية، لذلك؛ فإن هذه المهارات تضاف له باستمرار – وفق متغيرات سوق العمل وحاجة المجتمع – وهي مهارات جديدة مثل مهارات إدارة الأزمات ومهارة حل المشاكل وغيرها. كما أنها تمثلالقدرات التي يمتلكها الفرد وتساهم في تطوير ونجاح المؤسسة التي ينتمي إليها. وترتبط هذه المهارات بالتعامل الفعّال وتكوين العلاقات مع الآخرينومن أهم المهارات الناعمة:


مهارات التفكير الناقد

مهارات الفكر الناقد والقدرة على التطوير من خلال التمكن من أساليب التقييم والحكم واستنتاج الحلول والأفكار الخلاقة، وهي من بين المهارات الناعمة الأكثر طلبا وانتشارا، وقد بدأت الجامعات العربية تضع لها برامج تدريب خاصة أو تدمجها في المواد الدراسية القريبة منها لأنه بات ثابتا أنها من أهم المؤهلات التي تفتح باب بناء وتطوير الذات أمام الطالب سواء في مسيرته التعليمية أو المهنية.


الصحة النفسية لأطفال متلازمة داون وأسرهم




لا للتعصب - نعم للحوار

يوم اليتيم العربي



موقع يساعد على تحرير الكتابة باللغة الإنجليزية


تطبيق يقوم تلقائيًا باكتشاف الأخطاء النحوية والإملائية وعلامات الترقيم واختيار الكلمات وأخطاء الأسلوب في الكتابة

Grammarly: Free Writing Assistant

مخرجات التعلم

تصنيف بلوم لقياس مخرجات التعلم


التعلم القائم على النواتج (المخرجات)

التعلم القائم على المخرجات يركز على تعلم الطالب خلال استخدام عبارات نواتج التعلم التي تصف ما هو متوقع من المتعلم معرفته، وفهمه، والقدرة على أدائه بعد الانتهاء من موقف تعليمي، وتقديم أنشطة التعلم التي تساعد الطالب على اكتساب تلك النواتج، وتقويم مدى اكتساب الطالب لتلك النواتج من خلال استخدام محكات تقويم محدودة.

ما هي مخرجات التعلم؟

عبارات تبرز ما سيعرفه الطالب أو يكون قادراً على أدائه نتيجة للتعليم أو التعلم أو كليهما معاً في نهاية فترة زمنية محددة (مقرر – برنامج – مهمة معينة – ورشة عمل – تدريب ميداني) وأحياناً تسمى أهداف التعلم)

خصائص مخرجات التعلم

أن تكون واضحة ومحددة بدقة. يمكن ملاحظتها وقياسها. تركز على سلوك المتعلم وليس على نشاط التعلم. متكاملة وقابلة للتطوير والتحويل. تمثيل مدى واسعا من المعارف والمهارات المعرفية والمهارات العامة.


اختبار كفايات المعلمين



التقويم الأكاديمي للعام الجامعي 1439/1440

مهارات تقويم الطالب الجامعي

مهارات تقويم الطالب الجامعي

معايير تصنيف الجامعات

الجهات الداعمة للابتكار في المملكة

تصميم مصفوفات وخرائط الأولويات البحثية

أنا أستطيع د.منى توكل

مونتاج مميز للطالبات

القياس والتقويم (مواقع عالمية)

مواقع مفيدة للاختبارات والمقاييس

مؤسسة بيروس للاختبارات والمقاييس


مركز البحوث التربوية


القياس والتقويم


مؤسسة الاختبارات التربوية


إحصائية الموقع

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