This report includes what has been accomplished during the current academic year 1441/40 AH, in light of the following topics
1. The first topic: E-learning
2. . Supervision and technical support on the e-learning units in colleges: 2 3. . Training: 3
4. a. 2/1 - Introductory and training activities on the Blackboard system.
5. b. 2/2 - Training courses specialized in developing the skills of faculty members in the field of e-learning:
6. . Activating the electronic learning systems "blackboard" during the academic year 1441/40 4 AH:
7. a. 3/1 - Activating faculty members for the basic limit of the blackboard system according to colleges:
8. b. 3/2 - E-courses (fully)
9. c. 3/3 - Electronic Courses (Integrated)
10. . E-learning evaluation for the academic year 1441/40 AH: 5
11.a. 4/1 - Evaluation of complete e-learning for the academic year 1441/40 AH.
12.b. 4/2 - Evaluation of the integrated e-learning for the academic year 1441/40 AH.
لما م ةيدوعسلا ةيبرعلا ةكل
ميلعتلا ةرازو فوجلا ةعماج
نوؤشلل ةعماجلا ةلاكو ةيميلعتلا
42
13. . Statistics of introductory and training events on the Blackboard system for the academic 6 year 1441/40 AH
Table: Specialized training courses in developing the skills of faculty members in the field of e-learning
Course name Trainer
Course duration Number
of hours Number of
trainees/
courese Location
Designing electronic tests
And question bank Mr.
Mohamed Alabras 7
days 28
hours 163male
152female e-learning
deanship lab
Designing electronic tests Mr.
Mohamed Alabras 3
days 12
hours 12
male 8 female Deanship of E-
Learning Lab
Introductory and training meetings
for male and female students Students meetings
Female students meetings
Numbr of meetings Number of
targeted students Numbr of
meetings Number of
targeted students
51 1965
42 2933
Introductory and training meetings
for faculty members Nale
female
Numbr of meetings Number of
targeted students Numbr of
meetings Number of
targeted students
24 1013
39 1123
لما م ةيدوعسلا ةيبرعلا ةكل
ميلعتلا ةرازو فوجلا ةعماج
نوؤشلل ةعماجلا ةلاكو ةيميلعتلا
43
Course name Trainer
Course duration Number
of hours Number of
trainees/
courese Location
Online and integrated teaching strategies Mr. Ali
Abulazim 3
days 12
hours 12 male
8 feamle Live broadcasts in
the Girls Colleges Lab
Total 13
days 42
hours 355
trainees
Table: Distribution of electronic courses in terms of the number of courses, the number of people, and the number of students for the first semester:
Electronic courses
Number Sakaka
Tabarjal Qurrayat
Tot
al Male
students Male
students Male
students Male
stude nts Male
stude nts Male
students
Number of courses 20
20 20
20 20
20 20
Number of sessions 175
67 54
294
Number of male and female students 4489
5420 629
2181 1322
2738 167
79
لما م ةيدوعسلا ةيبرعلا ةكل
ميلعتلا ةرازو فوجلا ةعماج
نوؤشلل ةعماجلا ةلاكو ةيميلعتلا
44
Table: Distribution of online courses in terms of number of courses, number of sections, number of students for the second semester
Online courses
number / campus sakaka
Tabarjal Al qurayat
Total Male
students Female
students Male students
Female students Male students
Female students
Number of courses 23
23 23
23 23
23 23
Number of sections 295
82
221 101
Number of male and female students 4126
7017 646
2992 1666
4640
21087
Table: Distribution of blended courses in terms of number of courses, number of sections, number of students for the first semester
Blended courses
Number/campus
Sakaka Tabarjal
Al Qurayat Total
male female
male female
male Female
Number of sections 75
82 29
31 26
200 37
Total of sections 157
60 63
Total of male and female students 2334
3193 400
1273 683
1619 9502
Table: Distribution of blended courses in terms of number of courses, number of sections, number of students for the second semester
لما م ةيدوعسلا ةيبرعلا ةكل
ميلعتلا ةرازو فوجلا ةعماج
نوؤشلل ةعماجلا ةلاكو ةيميلعتلا
45 Blended courses
Number/campus Sakaka
Tabarjal Al Qurayat
Tot
al Male
students Female
students Male
students Fema
le stude
nts Male stude nts Female
students
Number of sections 58
75 23
19 15
219 29
Total number of sections 168
49 64
Total number of male and female students 1681
2528 216
813 322
1131 674
6
First: Satisfaction of students and faculty members with full online style e-courses:
First: Satisfaction of students and faculty members with full online style e-courses:
Category 1439
/ 1440 1440
/ 1441
Students(male
& female) - The overall satisfaction rate for
students (males and females) was 78%.
- The overall satisfaction rate for students (males and females) reached 70%.
لما م ةيدوعسلا ةيبرعلا ةكل
ميلعتلا ةرازو فوجلا ةعماج
نوؤشلل ةعماجلا ةلاكو ةيميلعتلا
46
Faculty members - The general satisfaction rate of the
faculty members reached 79%, and the lecturer and instructor category was the highest with a rate of 81%, followed by the assistant professor category 79%, then the professor and associate professor category 77%.
-
The overall satisfaction rate for faculty members was 81%, and the lecturer and instructor category was the highest with a rate of 82%, followed by the assistant professor category 80%, then the professor and associate professor category 81%.
0%
50%
100%
39/40 40/41
3 9 / 4 0 4 0 / 4 1
79 81
Student satisfaction with e-courses in the full e- learning style
The satisfaction of faculty members with the e- courses in the full online style
لما م ةيدوعسلا ةيبرعلا ةكل
ميلعتلا ةرازو فوجلا ةعماج
نوؤشلل ةعماجلا ةلاكو ةيميلعتلا
47
Second: The effectiveness of learning using the complete online style:
: The effectiveness of learning using the complete online style:
:
Category Aspect of
comparison Academic year1440/1439H
Academic year /1440 1441H
Students (Males
&Females Effesctiveness
of online learning - The overall satisfaction rate for
students (males and females) was 78%.
- The overall satisfaction rate for students (males and females) was 70%.
Educational benefits - The percentage of students (male
/ female) evaluating the educational benefits of online was 78%.
- The percentage of students' (male / female) evaluation of the online benefits of e-learning was 79%.
79 79.5 80 80.5 81 81.5 82
لما م ةيدوعسلا ةيبرعلا ةكل
ميلعتلا ةرازو فوجلا ةعماج
نوؤشلل ةعماجلا ةلاكو ةيميلعتلا
48
Quality of online course
design - The percentage of students (male
/ female) evaluation of the quality of onlinecourse design was 80%..
The percentage of students' evaluation (male / female) for the quality of the online course design was 82%
-The percentage of students (male / female) evaluating the effectiveness of teaching in the fully online learning mode was 79%.
- The percentage of the students (male/female) evaluating the effectiveness of teaching in the fully electronic learning mode was 81%
79 80 81 82
79 80 81 82
لما م ةيدوعسلا ةيبرعلا ةكل
ميلعتلا ةرازو فوجلا ةعماج
نوؤشلل ةعماجلا ةلاكو ةيميلعتلا
49
The
effectiveness of teaching in a fully online learning style
Faculty members
Online learning effectiveness - The general satisfaction rate for
faculty members was 79%, and the lecturer and instructor category was the highest with a rate of 81%, followed by the assistant professor category 79%, then the professor and associate professor category 77%.
-
The overall satisfaction rate for faculty members was 81%, and the lecturer and instructor category was the highest with a rate of 82%, followed by the assistant professor category 80%, then the professor and associate professor category 81%.
Educational benefits - The percentage of faculty
members ’evaluation of the educational benefits of online learning was 79%.
- The percentage of faculty members' evaluation of the educational benefits of online learning was 81%.
79 80 81 82
79 80 81 82
لما م ةيدوعسلا ةيبرعلا ةكل
ميلعتلا ةرازو فوجلا ةعماج
نوؤشلل ةعماجلا ةلاكو ةيميلعتلا
50
Quality of online course
design - The percentage of faculty
members ’evaluation of the quality of online course design was 81%.
- The percentage of faculty members ’evaluation of the quality of online course design was 82%.
The effectiveness
of teaching -
عتلا طمنب تاررقلما سيردت ةيلاعفل ةيلكلا ةبسنلا تغلب مل
ءاضعأ رظن ةهج نم لماكلا نيوتركللإا يردتلا ةئيه
س
80
% . -
سيردت ةيلاعفل ةيلكلا ةبسنلا تغلب لماكلا نيوتركللإا ملعتلا طمنب تاررقلما سيردتلا ةئيه ءاضعأ رظن ةهج نم 82
% .
79 80 81 82
80.5 81 81.5 82
لما م ةيدوعسلا ةيبرعلا ةكل
ميلعتلا ةرازو فوجلا ةعماج
نوؤشلل ةعماجلا ةلاكو ةيميلعتلا
51
Second: Accessibility and Ease of Use of Electronic Systems:
in a fully online learning
style
Accessibility and Ease of Use of Electronic Systems:
Category Comparison
aspect Academic year
1439 / 40
14 H
Academic year /1440 1441 H
Students (male/female) Accessibility
and ease of use of electronic
systems -
The overall percentage of male / female students' evaluation of accessibility and ease of use of electronic systems was 82%.
-
The overall percentage of male / female students' evaluation of accessibility and ease of use of electronic systems was 83%..
79 79.5 80 80.5 81 81.5 82
81.4 81.6 81.8 82 82.2 82.4 82.6 82.8 83
39/40 40/41
لما م ةيدوعسلا ةيبرعلا ةكل
ميلعتلا ةرازو فوجلا ةعماج
نوؤشلل ةعماجلا ةلاكو ةيميلعتلا
52
Lack of technical problems in
online learning - The overall percentage was
77%, regarding the extent to which students evaluate online learning from being free of technical problems . -
The overall percentage was 78%, regarding the extent to which students evaluate online learning from being free of technical problems
The most prominent
technical problems and
obstacles - Communication problems
- The problem of
communicating with the teacher in the virtual classroom, especially with the people with large numbers.
- The lack of sufficient computer labs at the university.
- The lack of sufficient laboratories at the university .
- Slow speed of wireless internet. .
76.4 76.6 76.8 77 77.2 77.4 77.6 77.8 78
39/40 40/41
لما م ةيدوعسلا ةيبرعلا ةكل
ميلعتلا ةرازو فوجلا ةعماج
نوؤشلل ةعماجلا ةلاكو ةيميلعتلا
53
Faculty members Accessibility
and ease of use of electronic
systems - The total percentage of
accessibility and ease of use of electronic systems from the professors' point of view was 90%, the lecturer and instructor category was the highest with a rate of 92%, while the percentage of the professor category was equal to that of the professor and associate professor at a rate of 89%.
- The total percentage of accessibility and ease of use of electronic systems from the professors' point of view was 91.5%, and the lecturer and instructor category was the highest with a rate of 92%, while the percentage of the professor category was equal to that of the professor and associate professor at a rate of 88%.
lack of technical problems in
online learning - The total percentage was
79%, in regard to the professors ’assessment of the extent to which online learning is free from technical problems, and the lecturer and instructor category was the highest with a rate of 81%, then the assistant professor category at 79%, and finally the professor and associate professor, where the percentage was 77%.
-
The total percentage was 81%, in regard to the professors ’assessment of the extent to which online learning was free from technical problems, and the lecturer and instructor category was the highest with 82%, then the assistant professor category at 80%, and finally the professor and associate professor, where the percentage was 82%.
89 89.5 90 90.5 91 91.5
39/4041/41
لما م ةيدوعسلا ةيبرعلا ةكل
ميلعتلا ةرازو فوجلا ةعماج
نوؤشلل ةعماجلا ةلاكو ةيميلعتلا
54
Evaluation results:
The results of the evaluation process are summarized in the following table:
Category Rsults
1439 / 1440 1440
/ 1441
First: student and faculty Male
students /
- The percentage of male / female students' satisfaction -
The percentage of male / female students'
The most prominent
technical problems and
obstacles - The lack of computer labs at
the university sufficiently.
- There are problems in Internet connections within the university .
- Difficulties in
communications with students through virtual classes, especially with large numbers of people .
- The lack of sufficient laboratories at the university.
- Slow wireless Internet speed.
78 78.5 79 79.5 80 80.5 81
39/40 40/41
لما م ةيدوعسلا ةيبرعلا ةكل
ميلعتلا ةرازو فوجلا ةعماج
نوؤشلل ةعماجلا ةلاكو ةيميلعتلا
55
members satisfaction with blended
education:
female students with blended education was
73%.
satisfaction with blended education was 69 %.
Faculty members - The percentage of faculty
members ’satisfaction with blended education was 68.67%, the category (lecturer and instructor) was the highest with a rate of 72%, followed by the assistant professor category of 69%, and then the (professor and associate professor) category 65%.
- The percentage of faculty members ’satisfaction with blended education was 74%, and the lecturer and instructor category was the highest with a rate of 75%, then the assistant professor category at 74%, and finally the professor and associate professor, where the percentage was.%73
67 68 69 70 71 72 73
39/40 40/41 73
69
Male and female students' satisfaction with blended education
لما م ةيدوعسلا ةيبرعلا ةكل
ميلعتلا ةرازو فوجلا ةعماج
نوؤشلل ةعماجلا ةلاكو ةيميلعتلا
56
Second: The effectiveness of
blended learning from the viewpoint of students and
faculty members:
students - The effectiveness of blended
learning among male / female students was 71%.
- - The percentage of students (male / female) evaluation of the educational benefits of blended education was 69%.
- The male / female students
’evaluation of the quality of the blended courses design was 74%.
- The male / female students
’evaluation of the effectiveness of teaching courses with the blended learning mode was 70%.
- The effectiveness of blended learning among male / female students was 73%.
- The percentage of male / female students' evaluation of the educational benefits of blended education was 71%.
- The male / female students ’evaluation of the quality of the blended courses design was 75%.
- The male / female students ’evaluation of the effectiveness of teaching courses with the blended learning mode was 72%..
65 66 67 68 69 70 71 72 73 74
39/40 40/41 68
74
Satisfaction of faculty members with blended education
لما م ةيدوعسلا ةيبرعلا ةكل
ميلعتلا ةرازو فوجلا ةعماج
نوؤشلل ةعماجلا ةلاكو ةيميلعتلا
57
Faculty members - The percentage of faculty
members ’satisfaction with the effectiveness of blended education was 69%, the category of (lecturer and instructor) was the highest with 72%, followed by the assistant professor category 69%, and then (professor and associate professor) at a rate of 67%.
- The percentage of faculty members' evaluation of the educational benefits of blended education was 64%.
- The percentage of faculty members ’evaluation of the quality of the blended course design was 75%.
- The percentage of faculty members ’satisfaction with the effectiveness of blended education reached 71%, the category of (lecturer and instructor) was the highest with a rate of 72%, followed by the assistant professor category of 70%, then the category (professor and associate professor) 69%.
- The percentage of faculty members ’evaluation of the educational benefits of blended education was 67%.
67 68 69 70 71 72 73
39/40 40/41 69
73
The effectiveness of blended learning from the students' point of view
لما م ةيدوعسلا ةيبرعلا ةكل
ميلعتلا ةرازو فوجلا ةعماج
نوؤشلل ةعماجلا ةلاكو ةيميلعتلا
58 - The percentage of faculty
members ’evaluation of the quality of blended courses design was 76%..
Third:
Accessibility and Ease of Use
of Electronic Systems:
Students - The access rate and ease of
use of electronic systems for male / female students was 74%.
- The percentage of male / female students' accessibility and ease of use of electronic systems was reached.%76
68 68.5 69 69.5 70 70.5 71
39/40 40/41 69
71
The effectiveness of blended learning from the point of view of faculty
members
73 73.5 74 74.5 75 75.5 76
39/40 40/41 74
76
Accessibility and ease of use from a ا student point of view
لما م ةيدوعسلا ةيبرعلا ةكل
ميلعتلا ةرازو فوجلا ةعماج
نوؤشلل ةعماجلا ةلاكو ةيميلعتلا
59
Faculty members - The percentage of
accessibility and ease of use of electronic systems among faculty members was 83%, the category (lecturer and instructor) was the highest with a percentage of 84%, followed by the assistant professor category at 84%, and finally the (professor and associate professor) category with a percentage of 81%.
- The percentage of faculty members ’satisfaction with accessibility and ease of use of electronic systems was 84%. The category (lecturer and instructor) was the highest with a percentage of 85%, followed by the assistant professor category at 84%, and finally the (professor and associate professor) category at a percentage of 83%.
Fourth: the lack of problems in
blended learning from the students
- The percentage of male / female students' satisfaction in regard to the absence of problems and obstacles to the application of blended education was 66%
- The percentage of male / female students' satisfaction in regard to the absence of problems and obstacles to the application of blended education reached 69%
73 73.5 74 74.5 75 75.5 76
39/40 40/41 74
76
Accessibility and ease of use from the viewpoint of faculty members
لما م ةيدوعسلا ةيبرعلا ةكل
ميلعتلا ةرازو فوجلا ةعماج
نوؤشلل ةعماجلا ةلاكو ةيميلعتلا
60
viewpoints of students and faculty members
Faculty members - The percentage of faculty
members ’satisfaction in regard to the absence of problems and impediments to the application of blended education reached 73.67%, and according to the academic rank, the category of (lecturer and instructor) was the highest with a rate of 78%, then the category of assistant professor by 73%, and finally the category (professor and associate professor) As the percentage reached 70%.
- The percentage of faculty members ’satisfaction in regard to the absence of
problems and
impediments to the application of blended education reached 75.33%, according to the scientific rank, the category of (lecturer and instructor) was the highest with a rate of 79%, then the category of assistant professor at 75%, and finally the category (professor and associate professor) As the percentage reached 72%.
64 65 66 67 68 69
39/40 40/41 66
69
lack of obstacles in blended learning from the students' point of view
لما م ةيدوعسلا ةيبرعلا ةكل
ميلعتلا ةرازو فوجلا ةعماج
نوؤشلل ةعماجلا ةلاكو ةيميلعتلا
61
The second axis: distance education : 1 - Direct online lectures.
2 - Recorded online lectures.
3 - online office hours.
4-The counselling week (the beginning of each semester).
5-Automated marking of affiliation exams.
6-Continuous online training and qualifying.
Table: Achievement of the affiliation program at the educational level for the academic year 1439/1440 AH
ـ
No Article
First semester Second semester
Notes
1 number of programs 2 programs: Arabic
& Islamic studies 2 programs: Arabic &
Islamic studies
2 Number of courses 74 courses .
74
courses.
Number of faculty 3 members 21
members.
21
members.
72.5 73 73.5 74 74.5 75 75.5
39/40 40/41 73.67
75.33
لما م ةيدوعسلا ةيبرعلا ةكل
ميلعتلا ةرازو فوجلا ةعماج
نوؤشلل ةعماجلا ةلاكو ةيميلعتلا
62
4 The number of
broadcast hours for the direct online
lectures 71
hours.
71 hours.
142hours for the two semesters
Number of recorded 5 lectures
852
lectures.
852
lectures.
Number of views of 6 recorded lectures 20312 views.
19411views 39723 views
for the two semesters
Number of office 7 hours 142
hours: 2 hours for each course 142 hours: 2 hours for
each course 284 views for
the two semesters
The third axis: Technical support and online services
1..Developing of the Deanship's website. The Deanship has developed the interface of the website this year to help the user easily access the services provided by the site
2.The online training website. The Deanship's Educational Design Team has created an electronic training site, which includes four sections, the first section: Training on using the system and activating the system tools. Section Two: Training in designing courses to develop them electronically. The third section: Training in designing teaching strategies for online courses.
Section Four: Training on the application of online teaching standards according to (Quality Matters)
3.Technical support system. It includes electronic tickets to respond to inquiries and solve problems related to (online) courses, and this system is available to all beneficiaries at the link:
http://del.ju.edu.sa:8181/www, and the technical support system depends on reception and mutual electronic transmission between the technical support team and all regular students and associate as well as faculty members.
لما م ةيدوعسلا ةيبرعلا ةكل
ميلعتلا ةرازو فوجلا ةعماج
نوؤشلل ةعماجلا ةلاكو ةيميلعتلا
63
4.The Analytics system. Blackboard Analytics system enables the work of statistics, tracking the performance of students, faculty members, academic courses and university colleges
5 .Twitter account. The Deanship was keen to keep pace with change and development and strive to advance its services by creating a special account for the Deanship of E-Learning and Distance Education with Twitter, concerned with publishing news and activities of the Deanship and also responding to the inquiries of regular and associate students
6 .Telegram channels. During this year, two educational channels were launched on Telegram.
7 .Educational lessons for students and faculty members on YouTube. In the interest of the Deanship for easy access to information related to academic courses, it has created educational lessons through the YouTube channel for students and faculty members.
8 .The electronic follow-up system for the achievements of the e-learning units in the colleges.
The electronic follow-up system is used to follow up the completion of the e-learning units in the colleges for the works related to the activation of faculty members and students for e-learning systems, as well as events, activities and training processes on the systems.
The fourth axis: The efforts of the Deanship of E-learning during the transition period to distance learning due to the Corona pandemic:
In light of the pandemic that the new Corona virus (Covid_19) has gone through and the impact of the shift in educational institutions in the Kingdom of Saudi Arabia to full e-learning, the Deanship of E-learning has made tremendous efforts to ensure that the educational process is fully conducted online through the Blackboard system through a series of distant meetings and training courses from members of the Deanship from the teamwork directed to faculty members and students at the university to ensure the achievement of best practices in the field of distance education, based on the accumulated experiences of the Deanship and university faculty members over five years of continuous work and continuous training according to the latest standards of e-learning and distance learning, and the efforts of the Deanship resulted in the progress of the educational process at the university during this period in the best way possible, and the Deanship succeeded in meeting all the