scholarly journals FROM PRINT TO SCREEN: METHODOLOGY, MEDIA, AND TRANSITION OF QUR’ANIC LEARNING IN INDONESIA

2019 ◽  
Vol 17 (2) ◽  
pp. 191
Author(s):  
Muhamad Zulfar Rohman
Keyword(s):  
New Media ◽  
Traditional Methods ◽  
Islamic World ◽  
Learning And Teaching ◽  
Face To Face ◽  
Teaching Platform ◽  
Face To Face Learning

This article aims to discuss the shift in the methodology of Qur’anic learning in Indonesia that is influenced by media. There are four cases used to map the contestations in the traditional era: Baghdadi, Qiroati, Iqro ', and Yanbu'a. Those have the same characteristic, namely face-to-face learning which is then challenged by the new media that infiltrate the Islamic world. One of the new media described in this paper is the Qur’anCall that is initiated by the PPPA Daarul Qur’an led by the famous preacher Yusuf Mansur. This is a learning and teaching platform for the Qur'an based on a video call. The character possessed by the Qur’anCall is very different from the traditional methodology. Based on this issue, the author examines the changes in Qur’anic learning in the traditional and modern eras then elaborates the effects that have caused. The finding shows that there are degradations from various performative aspects which are inherent in the traditional methods of Qur’anic learning. Furthermore, the authority of the Qur’anic teacher who was once held by the Qur'anic experts can be in the hands of people with low qualifications.

scholarly journals Faculty’s and Students’ Perceptions of Online Learning During COVID-19

2021 ◽  
Vol 6 ◽  
Author(s):  
Zakaryia Almahasees ◽  
Khaled Mohsen ◽  
Mohammad Omar Amin
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Data Privacy ◽  
Privacy And Security ◽  
Learning And Teaching ◽  
Face To Face ◽  
Learning Challenges ◽  
Face To Face Learning ◽  
Method Of Instruction ◽  
Self Learning

COVID-19 pandemic has disrupted teaching in a vriety of institutions. It has tested the readiness of academic institutions to deal with such abrupt crisis. Online learning has become the main method of instruction during the pandemic in Jordan. After 4 months of online education, two online surveys were distributed to investigate faculty’s and Students’ perception of the learning process that took place over that period of time with no face to face education. In this regard, the study aimed to identify both faculty’s and students’ perceptions of online learning, utilizing two surveys one distributed to 50 faculty members and another 280 students were selected randomly to explore the effectiveness, challenges, and advantages of online education in Jordan. The analysis showed that the common online platforms in Jordan were Zoom, Microsoft Teams offering online interactive classes, and WhatsApp in communication with students outside the class. The study found that both faculty and students agreed that online education is useful during the current pandemic. At the same time, its efficacy is less effective than face-to-face learning and teaching. Faculty and students indicated that online learning challenges lie in adapting to online education, especially for deaf and hard of hearing students, lack of interaction and motivation, technical and Internet issues, data privacy, and security. They also agreed on the advantages of online learning. The benefits were mainly self-learning, low costs, convenience, and flexibility. Even though online learning works as a temporary alternative due to COVID-19, it could not substitute face-to-face learning. The study recommends that blended learning would help in providing a rigorous learning environment.

The Use of Learning Objects as an Alternative for Providing Curriculum Flexibility in Engineering Courses

2012 ◽  
pp. 127-142
Author(s):  
Lilia Maria Marques Siqueira ◽  
Patricia Lupion Torres
Keyword(s):  
Online Communication ◽  
Learning Objects ◽  
Teaching Staff ◽  
Learning And Teaching ◽  
Face To Face ◽  
Catholic University ◽  
Information And Communication ◽  
Face To Face Learning ◽  
Multidisciplinary Staff ◽  
Online Learning Resources

This chapter is intended for tutors, professors, and students, and seeks to contribute to the development of online communication activities as a means of providing curriculum flexibility in engineering courses. It describes the use of online learning resources, called Learning Objects (LO), and their development at the Pontifical Catholic University of Parana (PUCPR) by a multidisciplinary staff. The design of the LOs takes into account the difficulties students encounter during face-to-face activities as reported in previous studies carried out by the authors during their teaching careers. LOs allow Information and Communication Technology (ICT) to be used as an aid to face-to-face learning, with reorganized learning and teaching strategies. LOs are available in the university’s own virtual environment, Eureka, and can be accessed by approximately 14,000 students and more than 1,200 teaching staff at the institution. Student feedback was also collected and is described here.

Teaching Online

2010 ◽  
pp. 84-102
Author(s):  
P. Toyoko Kang
Keyword(s):  
Online Learning ◽  
Second Language ◽  
Social Distance ◽  
Teaching Online ◽  
Learning And Teaching ◽  
Face To Face ◽  
Prosodic Phrase ◽  
Mental Language ◽  
Face To Face Learning ◽  
Audio Files

This chapter provides an argument endorsing blendedlearning and teaching for foreign language (FL)/second language (L2) courses, in lieu of total online learning andteaching or total face-to-face learning and teaching (FFLT). Two main arguments are posed, citing concrete examples. First, that in total online learning and teaching, one of the greatest challenges is to reduce the psychological and social distance between teacher and student that leads to a dysfunctional parser (a mental language processor) for FL/L2. And secondly, online learning and teachingencourage more input, hence clarify communication---by making not only currently incomprehensible input comprehensible but also hard-tobe-comprehended output easy-to-comprehend---- through “self-negotiation of form and meaning,” and the parser’s strategy of being “first (prosodic phrase) come, first interpreted/processed.” This chapter proceeds to strongly recommend that FL/L2 teachers make simple audio files to provide their students with spoken input to prevent students from employing the L1 strategy of “first come, last interpreted/ processed.” Furthermore, this chapter shows what kind of spoken input is to be recorded in audio files for students in Elementary Japanese II and Intermediate Japanese I.

scholarly journals Innovative practices in ODL — the experience of Open University Malaysia

2012 ◽  
Vol 7 (1) ◽  
pp. 79-85 ◽  
Author(s):  
Chiam Chooi Chea ◽  
Lim Tick Meng ◽  
Phang Siew Nooi
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Internet Technology ◽  
Knowledge Generation ◽  
Innovative Technology ◽  
Open University ◽  
Learning And Teaching ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning

With the advancements in communications technology brought about by the advent of the Internet and World Wide Web, attention has been drawn to Open and Distance Learning (ODL) as a mode for teaching and learning. In Malaysia, the establishment of ODL universities such as Open University Malaysia (OUM) has expanded the role of ICT in learning and knowledge generation. By leveraging on Internet technology, ODL universities are able to transmit education across the country and even globally. ODL sets about making quality e-learning and e-content more accessible to both facilitators and learners. Utilising this method, new opportunities are continuously created to make higher education more accessible to those who seek to improve and upgrade themselves. This paper examines OUM's practice of using the innovative technology of online learning and teaching to make higher education easily accessible to those that seek it. With greater advancements in technology, the future of higher education may lie more with ODL than with traditional face-to-face learning.

scholarly journals Teaching English Speaking Online versus Face-to-Face: Saudi Students’ Experience during the COVID-19 Pandemic

2021 ◽  
Vol 12 (1) ◽  
pp. 19-27
Author(s):  
Abdulrahman Alzamil
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
English Language ◽  
Learning And Teaching ◽  
Face To Face ◽  
Saudi Students ◽  
Positive Attitudes ◽  
English Speaking ◽  
Face To Face Learning ◽  
Students Attitudes

In March 2020, schools in the Kingdom of Saudi Arabia were suspended. Online learning became a substitute for traditional face-to-face learning. This study addresses the implications of this shift for the attitudes of university-level English majored Saudi students taking a listening and speaking course. The study investigated the students’ attitudes towards: a) the importance of speaking in English; b) teachers use of emails to communicate their feedback on students’ English-speaking tasks; c) online teaching of English speaking; and d) online learning and teaching of the English language. The data collection tool was a 21-item questionnaire. The participants were 18 second-year male Saudi students who were studying English at a Saudi university. The findings showed that the participants: a) had positive attitudes towards the importance of speaking English; b) appreciated the benefits that online learning offers, but felt it could not replace face-to-face learning.

Asynchronous Online Role-Plays Using a Blended Learning Design

2010 ◽  
pp. 53-71
Author(s):  
Belinda Johnson ◽  
Kathy Douglas
Keyword(s):  
Blended Learning ◽  
Role Play ◽  
Theory And Practice ◽  
University Education ◽  
Learning Approach ◽  
Learning And Teaching ◽  
Face To Face ◽  
Reflexive Practice ◽  
Face To Face Learning ◽  
Design Options

The use of online role-plays has grown in university education as an increasing number of teachers in a variety of discipline areas utilise role-play simulations in the online environment. The focus of this chapter is on design options for asynchronous online role-plays that may assist students to integrate theory and practice and develop skills in reflexive practice. The design options discussed in this chapter adopt a “blended” learning approach where online learning is used to complement face-to-face learning. Five models of online role-plays are discussed and various learning and teaching strategies canvassed to assist those teaching in the human services area to adopt and adapt these design options to meet their curriculum objectives.

Positive Interdependence in Blended Learning Environments

2018 ◽  
pp. 50-68 ◽  
Author(s):  
Calixto Gutiérrez-Braojos ◽  
Jesús Montejo-Gámez ◽  
Ana E. Marín Jiménez ◽  
Asunción Martínez Martínez
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Virtual Community ◽  
Latin Squares ◽  
Computer Supported Collaborative Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
Group Competition ◽  
Face To Face Learning ◽  
Cognitive Responsibility

Computer-supported collaborative learning is becoming one of the most impactful learning and teaching approaches in higher education. The objective of this study is to analyze the effect of different conditions of face-to-face learning (cooperative, inter-group competition, and inter-individual competition) on the participation and learning of students in the virtual community. This investigation takes into account three parameters according to a Latin squares design. In this study, designing learning environments in conditions of collaboration without competition in face-to-face environments facilitates the cognitive responsibility of the collective and better achievements in the community to a greater extent. The authors did not find any benefits of intergroup competition or individual competition over collaborative learning without competition.

From Ubiquitous to Ubiquitous Blended Learning Environments

2020 ◽  
pp. 215-232 ◽  
Author(s):  
Alev Ateş-Çobanoğlu
Keyword(s):  
Blended Learning ◽  
Online Courses ◽  
Ubiquitous Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
Information And Communication ◽  
On Line ◽  
Face To Face Learning ◽  
On Line Learning ◽  
Seat Time

As advances in information and communication technology increasingly transform learning and teaching; blended learning and ubiquitous learning concepts have gained attention and become pervasive in 21st century. With the help of recent advances in mobile learning, wireless networks, RFID tags, a new model of blended learning—ubiquitous blended learning—that takes advantage of increasing ubiquity of online devices in online phase of blended learning is considered to gain attention in designing online courses. In this chapter, the author presents a picture of ubiquitous and blended learning studies while focusing on the results of ubiquitous learning and suggesting a rationale for such designs. The author defines ubiquitous blended learning as an instructional design approach that integrates ubiquitous technologies involved on-line and/or virtual learning with face-to-face learning by decreasing seat-time in class and increasing outdoor learning activities to facilitate learning from not just the teacher but from peer to peer and on-line learning communities as well.

Blended Learning at Ajman University of Science and Technology

2014 ◽  
pp. 218-242
Author(s):  
Ahmed Ankit ◽  
Mirna Nachouki ◽  
Mahmoud Abou Naaj
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Science And Technology ◽  
Learning Approach ◽  
Learning And Teaching ◽  
Face To Face ◽  
Level Of Satisfaction ◽  
Face To Face Learning ◽  
Instructor Satisfaction

Over the past few years, there has been a rapid increase in the development of technology-based learning and teaching. Professors have become more pragmatic in their approach to technology-based media by using it to supplement or to replace traditional face-to-face teaching. Blended learning, which combines both electronic and face-to-face interaction, has gained more ground as midway between distance and face-to-face teaching approaches. Thus, opportunities for both educators and learners have been created. The teaching and learning approach adopted at Ajman University of Science and Technology (AUST) combines an equal balance of traditional face-to-face and videoconference learning, complemented with the use of a learning management system (Moodle). Student and instructor satisfaction is considered the most important factor in measuring the quality of blended learning. The purpose of this chapter is, therefore, to examine student and instructor satisfaction of blended learning at AUST. The chapter demonstrates that the majority of students and instructors hold positive views but are still attached to the traditional face-to-face learning and teaching. They also show that the level of satisfaction may depend on individual experience as well as on the major studied/taught.

scholarly journals Teaching English Speaking Online versus Face-to-Face: Saudi Students’ Experience during the COVID-19 Pandemic

2021 ◽  
Author(s):  
Abdulrahman Alzamil
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
English Language ◽  
Learning And Teaching ◽  
Face To Face ◽  
Saudi Students ◽  
Positive Attitudes ◽  
English Speaking ◽  
Face To Face Learning ◽  
Students Attitudes

In March 2020, schools in the Kingdom of Saudi Arabia were suspended. Online learning became a substitute for traditional face-to-face learning. This study addresses the implications of this shift for the attitudes of university-level English majored Saudi students taking a listening and speaking course. The study investigated the students’ attitudes towards: a) the importance of speaking in English; b) teachers use of emails to communicate their feedback on students’ English-speaking tasks; c) online teaching of English speaking; and d) online learning and teaching of the English language. The data collection tool was a 21-item questionnaire. The participants were 18 second-year male Saudi students who were studying English at a Saudi university. The findings showed that the participants: a) had positive attitudes towards the importance of speaking English; b) appreciated the benefits that online learning offers, but felt it could not replace face-to-face learning.

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