التفاعل بين مستويي المناقشات الإلكترونية (موجز-تفصيلي)‎ و توقيتهما (قبل المشاهدة-و بعدها)‎ عبر منصات الفيديو الرقمي بالفصول المقلوبة و أثره على تنمية التفكير فوق المعرفي و الاتجاه نحو هذه المنصات لدى طلاب تقنيات التعليم

الملخص EN

The current research aimed to measure the effect of the interaction between the levels of electronic discussions (summary / detailed) and their timing (before / after viewing) via digital video platforms, flipped classrooms, on developing metacognition thinking and the trend towards these platforms among students of educational technology.

The quasi-experimental approach was used using the global design (2 x 2).

The sample of the research consisted of (85) students of the Bachelor of Education Technology Program at the Faculty of Education at the University of Jeddah, who were randomly distributed to the four research groups.

A scale of metacognition thinking was developed, and a trend scale was also developed.

The results associated with metacognition thinking showed an advantage for the summary discussion level, a priority for the implementation of the discussion after watching the video, and a priority for the treatment of the interaction between the detailed discussion level and its implementation after viewing in comparison with the rest of the experimental treatments for the other.

And preference for conducting the discussion after viewing, and preference for treatment for the interaction between the level of detailed discussion and its implementation after viewing in comparison with the rest of the experimental treatments for another, and the research recommended the importance of accreditation.

Li-based digital video platforms and mainstream use in diverse learning situations, and maximizing the use of interactive tools in Centralist support options learning classroom Inverted