معايير تطوير فصل افتراضي متعدد الأنشطة الإلكترونية لتنمية مهارات إنشاء ومعالجة ملفات الفيديو لدى تلاميذ الدمج في المرحلة الإعدادية
This research aimed to reach a list of criteria for developing a virtual classroom with multiple electronic activities to develop the skills of creating and processing video files for integration students in the preparatory stage, and a list of the skills of creating and processing video files that are required to be developed for integration students in the preparatory stage. To achieve this goal, the researchers followed the developmental research approach, which includes three analytical descriptive research approach in presenting, research approaches: A describing and analyzing the research literature by looking at previous research and studies to prepare the theoretical framework for this research and preparing research tools represented in a questionnaire to determine a list of criteria for developing a virtual chapter. Multiple electronic activities among integration students in the preparatory stage. They also prepared a questionnaire to determine a list of the skills of creating and processing video files that are required to be developed for integration students in the preparatory stage. Then these two lists were presented to (10) experts and specialists in the field of educational technology. Then the researchers collected and analyzed the data and processed it statistically using statistical methods appropriate to the nature of the research (Cooper equation). The researchers also used the systems development approach when developing a virtual classroom with multiple electronic activities, following the model of Abdullatif Al-Jazzar (2014), and the experimental approach with a semi-experimental design that relies on the pre- and post-design for one group in order to verify the validity of the research hypotheses and to identify the impact of the independent variable represented in (A virtual multi-activity classroom) on the dependent variable represented in (skills for creating and processing video files). The indicators are linked to the standards by 100%, and the research results indicated that the arbitrators agreed by 100% on the importance of each of the main and secondary skills; Accordingly, a list of criteria for developing a virtual classroom with multiple electronic activities was reached to develop the skills of creating and processing video files, which consisted in its final form of (14) criteria and (178) indicators, while the list of skills for creating and processing video files consisted of (16) main skills and (77) secondary and (87) behavioral performance. (Published abstract)