التفاعل بين نمط التغذية الراجعة (إعلامية تصحيحية تفسيرية)‎ داخل نظام إدارة التعلم الإلكتروني و أسلوب التعلم (تحمل الغموض مقابل عدم تحمل الغموض)‎ و أثره في تنمية مهارات استخدام البلاك بورد لدى طالبات التربية الخاصة بجامعة القصيم

الملخص EN

The current research aimed to identify the impact of the relationship between each of the patterns of feedback (informational/ corrective/explanatory) within the e-learning management system "Blackboard" and the learning style (tolerating ambiguity versus intolerance of ambiguity), and their effectiveness in developing each of the performance level of special education students The skills of Qassim University and their acquisition of information related to the skills of “using the blackboard”, and to achieve the goal of the study, the researcher used the experimental method, and the research sample consisted of (30 female students) from the special education students of Qassim University in the Kingdom of Saudi Arabia (first and second levels), they were distributed over six Experimental groups according to the levels of the independent and taxonomic variables, The research tools consisted of the blackboard skills performance note card, the achievement test, and the learning style scale (tolerate ambiguity versus intolerance of ambiguity). The results of the research revealed that there were statistically significant differences at the level (0.05) between the mean scores of the experimental group students in both the observation card and the achievement test, due to the main effect of the feedback pattern (informative/corrective/explanatory), in favor of the members of the experimental groups that were taught in a style Interpretive feedback, as it revealed the existence of an interaction between the feedback pattern (informational/corrective/explanatory) and the learning style (tolerating ambiguity versus intolerance of ambiguity), in terms of achievement and skill performance.

 key words:
E-learning management system/ Blackboard System/ Feedback/ Blackboard using Skills/ Academic Achievement/ Learning Style (Tolerant of Ambiguity vs.

Intolerance of Ambiguity).