By Johan Eddy Luaran, Janudin Sardi, Anealka Aziz, Nor Aziah Alias
This booklet stocks insights into a number of the methods expertise can be utilized for tutorial reasons, using an strategy compatible for either beginner and complex practitioners during this area of interest region. It good points chosen papers provided on the foreign convention on e-Learning 2015 (ICeL 2015), the place execs mentioned how expertise cannot purely function a device within the school room, yet because the school room itself. because the name “Envisioning the way forward for on-line studying” indicates, this e-book showcases present top practices within the box of e-learning, the place know-how has been leveraged to re-engineer the panorama of schooling, quite within the context of Malaysia.
Read Online or Download Envisioning the Future of Online Learning: Selected Papers from the International Conference on e-Learning 2015 PDF
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Extra info for Envisioning the Future of Online Learning: Selected Papers from the International Conference on e-Learning 2015
SRATE Journal, 20(2), 48–60. Chapter 3 Employing Websites in Language Learning for Tourism Purpose Among Arabic Learners at the MARA Poly-Tech College (KPTM) Mohammad Tauﬁq Abdul Ghani, Wan Ab Aziz Wan Daud and Muhammad Sabri Sahrir Abstract This paper examines the effectiveness of using websites in learning Arabic language for tourism purposes at the Department of General Studies, MARA Poly-Tech College (KPTM), Kelantan Darul Naim, Malaysia. This descriptive study sheds light on the issues in learning Arabic for speciﬁc purposes and analyzes the effectiveness of employing websites as the main tool in learning activities.
The ﬁnding suggests that Arabic websites are very helpful for students to acquire new Arabic terms easily. Item 5: This item examines the impact of using websites towards the students in their learning activities. 5 shows that Arabic websites encourage the students to learn Arabic in a foreign environment. 7 % disagreed. Item 6: This question measures the effectiveness of websites in helping the students achieve their aim in studies. 5 % of students felt that they have achieved their goals in learning Arabic through the use of websites.
However, Harasim (2012) argues that online learning technologies used as learning tools do not provide suitable “spaces” for conducting and facilitating collaborative learning, even though these learning tools offer potential enhancements to collaborative discourse and group conversation. But they are not shared environments that are “able—in and of themselves—to support collaborative learning and knowledge building discourse” (p. 98). The central aspect of online collaborative learning and knowledge building is the need for a shared space for discourse and interaction which is provided by the online learning technologies referred to as a learning environment.