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Yazar
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Ahmet Derviş MÜEZZİN
& Mohammad Maher JESRY
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Türü |
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Baskı Yılı |
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2019
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Sayı |
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44
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Sayfa |
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799-810
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DOI Number: |
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| Cite : |
Ahmet Derviş MÜEZZİN & Mohammad Maher JESRY, (2019). E-LEARNING PLATFORMS AND THEIR ROLE IN TEACHING ARABIC AS A SECOND LANGUAGE: “KAHOOT AND GLOBAL ARABIC OPEN PLATFORM MODEL”. Route Education and Social Science Journal , 44, p. 799-810. Doi: 10.17121/ressjournal.2448.
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2575 1194
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Özet
Today's era is characterized by rapid progress, and technology is also experiencing a qualitative breakthrough that has led to the development of means and methods of teaching. New ways of learning, which we have never seen before, have emerged recently based on incorporating a broad variety of learning technologies and strategies to achieve E-learning. One such means is the E-Learning Platform.
Over time, these digital platforms have become one of the most important instructional tools of modern times. As such, the present study aimed at introducing the importance of these platforms in general, and “Kahoot” and the global Arabic platform in particular as well as their role in teaching Arabic as a second language.
The study identified the most important of these digital platforms that introduce open-source courses online, or the so-called (MOOCs: Massive Open Online Course) according to the Learning Management System (LMS), which is one of the most important technologies that not only has facilitated education, but has also revolutionized online education and training.
The problem posed by the study is how we can use these platforms in teaching Arabic as a second language! Also, what is the new and distinctive thing that the Global Arabic Open Platform has provided in this field! The descriptive-analytical approach was used to present the findings and recommendations.
Anahtar Kelimeler
Arabic, Global Arabic Platform, Kahoot, educational platforms, technology, e-learning, MOOCs.
Abstract
Today's era is characterized by rapid progress, and technology is also experiencing a qualitative breakthrough that has led to the development of means and methods of teaching. New ways of learning, which we have never seen before, have emerged recently based on incorporating a broad variety of learning technologies and strategies to achieve E-learning. One such means is the E-Learning Platform.
Over time, these digital platforms have become one of the most important instructional tools of modern times. As such, the present study aimed at introducing the importance of these platforms in general, and “Kahoot” and the global Arabic platform in particular as well as their role in teaching Arabic as a second language.
The study identified the most important of these digital platforms that introduce open-source courses online, or the so-called (MOOCs: Massive Open Online Course) according to the Learning Management System (LMS), which is one of the most important technologies that not only has facilitated education, but has also revolutionized online education and training.
The problem posed by the study is how we can use these platforms in teaching Arabic as a second language! Also, what is the new and distinctive thing that the Global Arabic Open Platform has provided in this field! The descriptive-analytical approach was used to present the findings and recommendations.
Keywords
Arabic, Global Arabic Platform, Kahoot, educational platforms, technology, e-learning, MOOCs.
