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|a هدفت الدراسة إلى التعرف على دور التعلم عن بعد في تدريس المقررات العملية بكلية التصاميم والفنون التطبيقية من وجهة نظر أعضاء هيئة التدريس والطلبة، وقد استخدم المنهج الوصفي المسحي من خلال إعداد استبانة وزعت على عينة مكونة من (28) عضو هيئة تدريس و(380) من الطلبة في كلية التصاميم والفنون التطبيقية، وتوصلت الدراسة في مجمل النتائج لدور التعلم عن بعد في تدريس المقررات العملية من وجهة نظر أعضاء هيئة التدريس والطلبة بدرجة جيدة، وأظهرت الدراسة وجود فروق ذات دلالة إحصائية تعزى لأثر النوع، وعدم وجود فروق ذات دلالة إحصائية تعزى للبرنامج أو الدرجة العلمية لدى أعضاء هيئة التدريس. وكذلك أظهرت الدراسة عدم وجود فروق ذات دلالة إحصائية تعزى لأثر النوع، ووجود فروق ذات دلالة إحصائية تعزى للبرنامج والمستوى الدراسي لدى الطلبة، وأوصت الدراسة لضرورة الاستفادة من مكتسبات التعليم عن بعد في المقررات العملية مع إيجاد حلول للفاقد التعليمي من قبل أعضاء هيئة التدريس، وعقد دورات تدريبية مكثفة للطلبة بكيفية استخدام التطبيقات المختلفة المستخدمة في عملية التعليم عن بعد في المقررات العملية وكيفية استثمار المنصة التعليمية.
|b Distance education is one of the most prominent types of self-education that enables the student to obtain experience, knowledge and skill while being far from place, if an integrated set of computerized academic programs, means of communication and various technology are used, as well as the establishment and use of systematic educational platforms, so that the student can acquire concepts It also enables the teacher to evaluate the student’s performance, determine the level of his understanding of these concepts, and the extent of the effectiveness of distance education in improving and developing academic outcomes. .(Petsuwan, Pimdee & Pupat, 2019) The Corona pandemic has affected educational systems around the world, resulting in the widespread closure of schools and universities, and according to data released by UNESCO on March 10, 2020, the closure of schools and universities due to the spread of the Corona virus has left one in five students out of school globally. (WHO 2020 AD), and governments have used all possible means provided by the current infrastructure to deliver services to educational systems, and the Kingdom of Saudi Arabia is one of the countries that have been widely affected by this pandemic, but it has provided the world with the finest examples and achieved qualitative successes in dealing with the crisis Corona, and despite the great challenges, reports confirmed the success of the distance education journey through the great role played by educational leaders, teachers and faculty members in order to harmonize the gap between the spatial and virtual world in the educational environment and the continuation of distance education through various platforms provided by the Ministry of Education and Universities. This confirms what was announced by the National Center for Learning about the participation of 6 international organizations and bodies in two studies on the Kingdom’s experience towards rapid response to variables and challenges, the multiplicity of possible options for distance education for male and female students, and the continuous improvement of technical platforms to improve services for beneficiaries. The two studies showed the Kingdom’s progress in 13 indicators from Out of 16 indicators across 37 countries. (Al-Jazeera newspaper, 2020) Research problem : The study seeks to answer the main question: What is the role of distance learning in teaching practical courses at the College of Designs and Applied Arts from the point of view of faculty members and students . It derives from the main question : - What is the role of distance learning in teaching practical courses from the point of view of faculty members? - What is the role of distance learning in teaching practical courses from the students' point of view? Aims: 1. Recognizing the role of distance learning in teaching practical courses at the College of Designs and Applied Arts from the point of view of faculty members and students. 2. Identifying the differences in the responses of faculty members according to the variables (type - program - academic degree). 2. Identifying the differences in students' responses according to the variables (type - program - academic level).
|b Importance: 1. Contribute to highlighting the role of distance learning in teaching practical courses for students of the College of Applied Arts Designs during and after the Corona pandemic . 2. The idea of the research comes from responding to the global trend towards education in light of the spread of the Corona pandemic. 3. Contribute to identifying the level of quality of distance education in light of the global crisis. 4. An attempt to benefit from the research results in developing methods of teaching practical courses. Research Methodology : The study uses the descriptive approach in a survey form due to its relevance to the nature and objectives of the study, which as defined by (Al-Assaf, 2000) is the approach “that is carried out by interrogating all members of the research community or a large sample of them, with the aim of describing the studied phenomenon in terms of its nature and degree of existence only, Without going beyond that to studying the relationship or deducing the causes, for example,” which is considered one of the most appropriate approaches to the current study. The most important search results: 1. A statistically significant difference was found at the level (α≤0.05) between the average responses of faculty members on the role of distance learning in teaching practical courses according to the study variables (type). 2. There were no statistically significant differences at the level (α≤0.05) between the average responses of faculty members on the role of distance learning in teaching practical courses according to the study variables (program - degree). 3. There were no statistically significant differences at the level (α ≤ 0.05) between the averages of students' responses to the role of distance learning in teaching practical courses according to the study variables (type) . 4. A statistically significant difference was found at the level (α ≤ 0.05) between the averages of students' responses to the role of distance learning in teaching practical courses according to the study's different variables (program - academic level).
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