Metwaly Mabed works as assistance professor in the Department of Curricula, Instruction, and Technology at the Faculty of Education, Suez University in Egypt. He received his PhD from the Faculty of Education at the Dresden University of Technology in Germany. He has a wide range of teaching experience, from teaching courses in undergraduate level to postgraduate level. His area of interest is "meaningful leaning environments", with a particular emphasis on innovative learning and instruction techniques.

Scopus ID: 55441195000

ORCiD: https://orcid.org/0000-0002-9695-0697

https://scholar.google.com/citations?user=FBN9FYsAAAAJ&hl=en

https://www.researchgate.net/profile/Metwaly-Mabed

(2013) Ph.D., Faculty of Education, Dresden University of Technology, Germany

 General Grade: magna cum laude (Very Good)

 Dissertation: The effectiveness of using blended learning in teaching electrical engineering for industrial education students

(2004) M.Ed., Faculty of Education, Zagazig University, Egypt

General Grade: Excellent

Thesis: The relative effectiveness of using Frayer and Gagne` models in teaching technology concepts for developing the formal thinking for industrial secondary students

(2000) Special Diploma, Faculty of Education, Menofia University, Egypt

Discipline: Education

General Grade: Very Good

(1996) B.Sc., Faculty of Education, Menofia University, Egypt

Discipline: Science and Education

General Grade: Very Good with Honor

(2022 - present) Assistance Professor, Curricula, Instruction, & Technology Dep., Faculty of Education, Suez University, Egypt

(2013 - 2022) Lecturer, Curricula, Instruction, & Technology Dep., Faculty of Education, Suez University, Egypt

(2007 – 2013) Assistant Lecturer, Curricula, Instruction, & Technology Dep., Faculty of Education, Suez University, Egypt

(2005 - 2007) Assistant Lecturer, Technology, Methods of Teaching, & Training Methods Dep., Faculty of Technology & Education, Suez University, Egypt

(1997 - 2005) Demonstrator, Technology, Methods of Teaching, & Training Methods Department, Faculty of Technology & Education, Suez University, Egypt

- Mabed, M. (2022). The effect of the interaction between locus of control (internal/ external) and virtual classrooms (synchronous/ asynchronous/ hybrid) on the attitude, achievement, and learning efficiency for Suez Faculty of Technology and Education students. Journal of Education - Sohag University, 94(94), 713-828. DOI: 10.21608/EDUSOHAG.2022.213022

- Mabed, M. (2021). The effect of instructional scaffoldings (direct / indirect) in digital learning platforms on the development of knowledge and skills of managing and organizing e-citations for postgraduate students at the faculty of education. Faculty of Education Journal – Banha University, 32(128), 215-312. DOI: 10.21608/JFEB.2021.240159

- Mabed, M. S. (2021). The style of presenting content in e-learning environment and its effect on the attainment of skills of designing and producing e-exams for technology and education college students. Fayoum University Journal of Education and Psychology, 15(5), 465-553. DOI: 10.21608/JFUST.2021.62306.1280

- Mabed, M. S. (2021). The effect of employing the flipped classroom via Google's educational apps on developing learning engagement and designing digital learning objects skills in engineering courses for students in the faculty of technology and learning. Journal of Faculty of Education-Suez Canal University, 49(2), 87-144. DOI: 10.21608/jfes.2021.142964

- Ebied, M., Shehata, A., Mabed, M., & Hassan, F. (2020). The effectiveness of using social software in teaching for developing achievement and information technology skills for preparatory school students. Journal of Arabic Educational Future, 27(126), 55-134. DOI: 10.21608/FAE.2020.273075

- Mabed, M. S. (2019). The effectiveness of WebQuest (individual/ cooperative) in developing teaching competencies and satisfaction with the e-learning environment for pre-service teachers at the University of Suez. Journal of Faculty of Education-Assuit University, 35(3), 35-71. DOI: 10.21608/mfes.2019.104062

- El-Mabaredy, A. & Mabed, M. (2018). Designing learning environment based on some social-web applications and its effect on the developing of educational software production skills for educational technology students. Journal of Faculty of Education-Zagazig University, 100(1), 321-351. DOI: 10.21608/SEC.2018.89161

- El-Kady, M., El-Kholy, E., Ebied, M., & Mabed, M. (2016). The effectiveness of a program based on blended learning for teaching the planning and production administration course in developing the spatial ability and deductive thinking of industrial architectural secondary school students. Journal of Faculty of Education-Assiut University, 32(3), 538-577. DOI: 10.21608/MFES.2016.106678

- Mabed, M., & Köhler, T. (2018). Learning performance in vocational secondary schools: Testing academic achievement in electrical engineering. In J. Drummer, G. Hakimov, M. Joldoshov, T. Köhler, & S. Udarseva (Eds.), Vocational Teacher Education in Central Asia “Developing Skills and Facilitating Success” (pp. 151-160). Switzerland: Springer Publishing. DOI: 10.1007/978-3-319-73093-6_16

- Mabed, M., & Köhler, T. (2016): Aligning performance assessments with standards: A practical framework for improving student achievement in vocational education. In K. Susumu, G. Papadopoulos, Skulimowski, A., & Kacprzyk, J. (Eds.), Knowledge, Information and Creativity Support Systems (pp. 575-585). Switzerland: Springer International Publishing. Doi: 10.1007/978-3-319-27478-2_45

- Mabed, M., & Köhler, T. (2014). Academic achievement in vocational secondary schools: Construction and validation of a test to assess potential learning performance. Paper Presented at 9th International Conference on Knowledge, Information and Creativity Support Systems (pp. 452-459), Cyprus: University of Cyprus.

- Mabed, M. S., & Köhler, T. (2014). Improving the perception of technology-supported learning situations: What are the factors affecting the adoption of technology in Egypt?. In M. Thomas (Ed.), Pedagogical Considerations and Opportunities for Teaching and Learning on the Web (pp. 89-108). Hershey, PA: Information Science Reference. DOI:10.4018/978-1-4666-4611-7.ch006

- Mohamed, B., Köhler, T., & Mabed, M. (2013). Designing e-research: A framework for researcher’s social online knowledge. In T. Köhler & N. Kahnwald (Eds.), Communities in New Media: Virtual Enterprises, Research Communities & Social Media Networks (pp. 83-99). Dresden: TUD press.

- Mabed, M., & Köhler, T. (2012). An empirical investigation of students’ acceptance of OLAT as an open web-based learning system in an Egyptian vocational education school. International Journal of Web-based Learning and Teaching Technologies, 7(1), 36-53. DOI:10.4018/jwltt.2012010103

- Mabed, M., & Koehler, T. (2012). An instructional design for developing an effective blended learning environment. Paper Presented at EDULEARN12: 4th International Conference on Education and New Learning Technologies (pp. 5003-5010), Barcelona: International Association of Technology, Education and Development (IATED).

- Mabed, M., & Köhler, T. (2012). The impact of learning management system usage on cognitive and affective Performance. In T. Köhler & N. Kahnwald (Eds.), Communities in New Media: Virtual Enterprises, Research Communities & Social Media Networks (pp. 273-284). Dresden: TUD press.

• Darweesh, M., Mabed, M., Elgendy, S., & Elsayed,, E. (2020). The complete works of the renovation of Arab educational, Professor Dr. Muhammad Ahmad Al-Ghannam. Cairo: Wahbaa publisher.
• Darwesh, M., Mabed, M., & Ali, E. (2018). 1000 Questions in scientific research. Anglo-Egyptian Bookshop: Cairo.
• Flitter, H., Meier, C., & Frin, S. (2010). Manual for authors of the learning platform OPAL (Metwaly S. K. Mabed, Trans.). Media Center, TU Dresden, Germany.

• Learning environment based on Gamification in developing programming skills and learning enjoyment for preparatory school students (Zeinb Mohamed, Master Degree). (2020)
• The effect of using the blended learning models in developing programming skills for first year secondary school students (Heba Gharieb, Master Degree). (2019)
• The effectiveness of an adaptive interactive video-based program in developing skills of digital citizenship for third-year middle school students (Germien Ahmed, Master Degree). (2019)
• The effect of an instructional environment based on e-projects to develop some scripting skills for high school students (Rasha Samy, Master Degree). (2019)
• The effectiveness of virtual labs in the flipped learning environment to develop achievement and some science processes for preparatory school students (Rania Omar, Master Degree). (2019)
• The effectiveness of a training program based on flipped learning to develop some instructional design skills among secondary school teachers (Ayat Nagi, Master Degree). (2019)
• The effectiveness of electronic collaborative learning in developing the skills of using AutoCAD program for the Industrial secondary schools (Sara Mohamed, Master Degree). (2018)
• The effectiveness of using social software in teaching for developing achievement and information technology skills for preparatory school students (Fatma El-Zaharaa, Master Degree). (2017)
• Designing personal learning environment based on self-regulated learning for improving computer skills and motivation for preparatory schools' students (Ahmed Shaban, Master Degree). (2016)
• The effectiveness of mobile learning in teaching home economics for developing the achievement and practical skills of secondary school students (Mona Abd Elftaah, Master Degree). (2015)
• Designing an interactive learning environment based on web (2.0) applications for developing some multimedia software production skills for educational technology students (Ahmed El-Mabaridy, Master Degree). (2014)
• Relative effectiveness of using brainstorming and peer-teaching in improving innovative thinking and academic achievement by curriculum of measurement for the architectural industrial secondary schools' students (Mohamed Hamdy, Master Degree). (2013)
• The effectiveness of using scaffoldings strategy for teaching the curriculum of measuring in developing the deductive thinking for the architectural industrial secondary schools' students (Shaban Abo Elmagd, Master Degree). (2013)

• Methods of measuring, evaluating, and preparing the test items, Measurement and Assessment Center, Higher Education Ministry, Egypt. (2020)
• Thinking Skills, University Center of Performance Development, Suez University, Egypt. (2020)
• International Publishing for Scientific Research, University Center of Performance Development, Suez University, Egypt. (2020)
• Skills of Effective Presentation, University Center of Performance Development, Suez University, Egypt. (2020)
• Statistical Methods in Scientific Research, University Center of Performance Development, Suez University, Egypt. (2020)
• TOT in SIYB, International Labour Organization, Suez University, Egypt. (2019)
• Quality Standards in Education, Mansoura University, Egypt. (2013)
• Ethics of Scientific Research, Tanta University, Egypt. (2013)
• Legal and Financial Aspects in University, Mansoura University, Egypt. (2013)
• Intel Teach Program, Suez Canal University, Egypt. (2008)
• German Language (400 hours), Goethe Institute, Cairo, Egypt. (2008)
• Effective Teaching, Suez Canal University, Egypt. (2005)
• Using Technology in Teaching, Suez Canal University, Egypt. (2005)
• Micro-Teaching, Suez Canal University, Egypt. (2005)
• English Language, Zagazig University, Egypt. (2004)
• Introduction to Computer System, Zagazig University, Egypt. (2003)
• Using SPSS Program, Zagazig University, Egypt. (2003)