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4. Forethought Phase
Self-
Reflections
Phase Volitional
Control Phase

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6. Environmental Structuring -
Self-Evaluation Goal-Setting&Planning-
Seeking Information -
Organizing &Transforming-
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Seeking Assistanc Rehearsing-
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momtioring
Keap recasdad Momtioring
Self-Consequating

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11. Portfilio

16. 16- Bandura, A.(2001): Social Cognitive Theory: An Agentic Perspective. Annual Reviews Psychology, 52
17-Boekaerts, M. (1996):Self-Regulaed Learning at the Junction of Cogniton and Motivation. European Psychologist, l, 2, 100- 112.
18-Boekaerts, M . (1997 ): Self-Regulated Learning: A New Concept Embraced By Researchers, Policy Makers, Educators
Teachers, and Students. Learning and lnstruction, 7 , 2 ,161 – 186
- Boekaerts , M. (1999): Self-Regulated Learnig: Where We A
Today. Lnternationl Jonal of Educational Research, 31, 445-457.
- Boekaerts, M; Rozendaal, J. & Minnaert, M. (2003a): Motivation
And Self- Regulated Learning in Secondary Vocation
Education: lnformation – Processing Type and Gender
Differences. Learning and lndividual Differences.13, 4,273,289.
21- Kivinen, K. (2003): Assessing Motivation and the Use of Learning Strategies by Secondary School Students in Three International Schools.
Partial fulfillment of the Requirements for the Ph.D.Degree, Department of Education, University of Tampere, Finland -
- Pintrich, P: Smith, D.; Garcia, T . & Mckeachie, W .(1993)
Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (MSLQ ) .
Educational and Psychological Measurement, 53 , 3,801-813.
-Pintrich . P.; Roeser , R. & DeGroot, E. (1994): Classroom and
Lndividual Differences in Early Adolescents'
Motivation And Self-Regulated Leearning. Journal of Early Adolascnce.
14,2, 139- 161.
-Pintrich, P. (2000a): The Role of Goal Orientation in Self-
Regulated Learning. Ln M. Boekaerts, P. Pintrich, &
M. Zeidner (Eds.): Handbook of Self- Regulation, ( Pp.451-502) ,
San Diego, Academic Press.
26- Pintrich, P. (2000b): Multiple Goal, Multiple Pathways: the Role Of Goal Orientation in Learning end Achievment.
Journal of Educational Psychology, 92 ,3 ,544-555.
27 -PiNTRiCh, P. (2000C) : An Achievement Goel Theory Pery Perspective On lssues iu Motivation Theor Perspery, and Research
Contemporary Educarional Psychology, 25, 1,92-104.
-Pintrich , P .& Linnenbrink, E . (2000, A pril ): The Role of
Motivation in lntentional Learning. Paper Presented in A Symposium at the American Educational Reserch Assciation, New Orleans.
Pintrich , P.; Wolters, C. & Baxter , G. (2000): Assessing Metacognition and Self-Regulated Learnlng. Ln, G.

17. 28 Schraw& J . lmpara (Eds): lssues in the Measurementof Metacognition ,(Pp. 43-97), Llncon,
universityof Nebraskaess.
-Winne, P ( 1995): lnherent Details in Self-Regulated Learni
Educational Psychologist , 40,4 173-187.
-W inne, P . (1996) : A Metacognitive View of lndividual Differences
In Self- R egulated Learning. Learning and lndividual Differences
8, 2, 327-353.
-Winne, P. ( 1997): Experimenting to Bootstrsp Self –Reguiated
Learning . Journal of Educaional Psychology, 89 ,3, 397-410.
33 -Winne , P. & Stokley, D. ( 1998): Compuing T echnologies as
Sites for Developing Self-Regulated Learning. Ln D.
Schunk & B. Zimmerman ( Eds) : Developing Self- Regulated
Learning: From Teaching to Self- Refleective practice ,
(Pp. 106- 136), New York , G uilford Press.
-W inne, P. & Jamieson – Noel, D. ( 2002 ): Explorng Students,
Calibration of Self- ReportS adout Stoudents,Calibraion of Self-Reports about Study Tactics and
Achievement. Contemporary Educational Psychology,27,4, 551-572.
-WInne , p. & Jamieson – Noel, D. ( 2003) : Self- R egulating
Studying By Objectives for Learning: Students Reports
Reports Compared to A Model Contemporary Educational psychology , 28,3,259-276.
36-Zimmerman, B. & Kitantas, A. (1999): Acquiring Writing Revision Skill: Shifting from Process to Outcome
Self-Regulatory Goals. Journal of Educational Psychology, 91,2,241-250.

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41. COURSELAB

42. COURSELAB

43. ‫تحويم انًقررات انذراسية نطبنببت انًستوي‬
‫األول وانثبني إني يقررات إنكترونية فعبنة‬
‫ببستخذاو طريقة انعرض ببرنبيج‬
‫‪Course lab‬‬
‫‪Board Of Directors‬‬

44. ‫تذريب أعضبء ىيئة انتذريس عهي‬
‫استخذاو برنبيج ‪ bal esruoC‬عن‬
‫‪Course Lab‬‬
‫طريق انتذريب انعبو نجًيع أعضبء‬
‫ىيئة انتذريس يتبعو تذريب خبص‬
‫ألعضبء ىيئة انتذريس انًسئونين عن‬
‫تذريس يقررات انفصم انذراسي األول‬
‫وانثبني‬
‫‪Accounting‬‬

45. ‫تحذيذ فترات نهذعى‬
‫انفني انًستًر في‬
‫أوقبت يحذده‬
‫وانًقذو ألعضبء‬
‫ىيئة انتذريس‬

46. COURSELAB
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Autorun CD

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PowerPoint Flash
Word
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52. 
Virtual labs
Actual labs

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64. 
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