اتجاهات أولياء الأمور نحو دور نظام التعلم عن بعد في تدريس مادة اللغة العربية لطلبة مدارس التعليم الخاص الأجنبية خلال أزمة کورونا في دولة الکويت

This landmark volume offers an introduction to the field of teaching Arabic as a foreign or second language. Recent growth in student numbers and the demand for new and more diverse Arabic language programs of instruction have created a need that has outpaced the ability of teacher preparation programs to provide sufficient numbers of well-qualified professional teachers at the level of skill required. Arabic language program administrators anticipate that the increases in enrollment will continue into the next decades. More resources and more varied materials are seriously needed in Arabic teacher education and training. The goal of this Handbook is to address that need.The most significant feature of this volume is its pioneer role in approaching the field of Arabic language teaching from many different perspectives. It offers readers the opportunity to consider the role, status, and content of Arabic language teaching in the world today. The Handbook is intended as a resource to be used in building Arabic language and teacher education programs and in guiding future academic research. Thirty-four chapters authored by leaders in the field are organized around nine themes: Background of Arabic Language Teaching; Contexts of Arabic Language Teaching; Communicative Competence in Arabic; The Learners; Assessment; Technology Applications; Curriculum Development, Design, and Models; Arabic Language Program Administration and Management; and Planning for the Future of Arabic Language Learning and Teaching. The Handbook for Arabic Language Teaching Professionals in the 21st Century will benefit and be welcomed by Arabic language teacher educators and trainers, administrators, graduate students, and scholars around the world. It is intended to create dialogue among scholars and professionals in the field and in related fields--dialogue that will contribute to creating new models for curriculum and course design, materials and assessment tools, and ultimately, better instructional effectiveness for all Arabic learners everywhere, in both Arabic-speaking and non-Arabic speaking countries.

The current study aimed to identify the obstacles facing Arabic language teachers in Karak Governorate when they use distance learning in teaching, and its relationship to the variable (sex, educational qualification, and number of years of experience). From (57) paragraphs distributed over its four areas: The obstacles facing Arabic language teachers, the obstacles related to students, the obstacles related to the Arabic language subject, and the obstacles related to infrastructure and technical, were applied to a random sample consisting of (122) male and female teachers in the schools of the Directorate of Education of Karak in the first semester of the academic year 2022- 2023, the data were analyzed using descriptive statistics, and the triple analysis of variance test, and the results showed that the obstacles facing Arabic language teachers in Karak Governorate when using distance learning in teaching were high, with an arithmetic mean of (3.78), and a standard deviation of (0.648). The obstacles that Arabic language teachers face in Karak Governorate when using distance learning in teaching can be attributed to a high degree, there were statistically significant differences due to the variable of gender, educational qualification and number of years of experience. In light of the results, the study recommended recommendations, the most important of which are: conducting workshops, seminars and school meetings for parents to educate them and increase achievement on how to deal with their children in order to improve their level of achievement in the Arabic language. Spreading awareness among members of society and encouraging them about the importance of distance education, preparing appropriate strategies for evaluating students, providing teachers with the skills they need to succeed in the educational process, because they are the heart and foundation of the process, and providing schools with equipment, software and Internet networks to use platforms in distance education and to complete the educational process. Keywords: obstacles, Arabic language teachers, distance learning, teaching. DOI: 10.7176/JLLL/96-05 Publication date: February 28 th 2023

This research was aimed to clarify the approach in teaching Arabic to children non-native speakers arabic that’s called by al-Agam. The Arabic language is not the mother tongue to have. The increasing of desire of learning the Arabic language in recent times when the nation Al-agam in the east and west of the strongest evidence that attest to the admissibility of the Arabic language to be a universal language at the international level, and this situation requires the greatest efforts to discover through optimizations in the curricula of the language of the Arab nation Al-agam non-native speaker other than Arabic. The efforts of the researcher concentrated in the best way for the teaching of Arabic language in non-Arabic native speakers, in non-Arab countries , and this research will address the relationship between the Arabic language and the Islamic religion, the Arabic language characteristics of all other languages in the world, and the increasing desire to learn Arabic in the current situation and challenges faced by learners of the Arabic language and the need to differentiate between the Arabic language education for their children and education for non-native speakers. This research stems from the descriptive approach to curricula that teach Arabic language to non-native speakers.Finally it raises researcher standards and principles that should underlie a book teaching Arabic to non-native speakers as the methodology applied in the teaching of the Arabic language to them must be completely contrary with the approach applied in the teaching of Arabic language speakers junior from Arab countries due to the different linguistic environment They grew up in it. This means that the top goal of writing a book teaching Arabic to non-native speakers are foreign non-Arab student's ability to take advantage of the supply of language and culture to identify the aspects of relation with civilization.

Rise of Open and Distance Learning (ODL) systems in India is largely a 20th century phenomenon. The ODL systems have taken up responsibilities to identify the educational needs of diverse segments of people and accordingly plan innovative and flexible systems to meet their requirements. Though ODL systems have been on the priority of the Governments in India for a long time, Post 2015 Development Agenda of United Nations has given a renewed policy thrust for it. Despite their tremendous potential to address the problems in Indian Higher Education, the functioning of ODL systems is constrained by low reach of technology, poor infrastructure and sharp socioeconomic, linguistic and cultural variations in targeted areas. This chapter gives an account of gaps in theory and practices of Open and Distance Learning systems. Recommendations have been made to optimise the practice of ODL to suit Indian context. Existing research studies have been put in to perspective and recommendations have been made for practitioners of Open and Distance Learning systems.

Theoretical and methodical bases of management concepts, information and digital technologies implementation into the educational environment in the conditions of distance teaching and learning are analyzed.The purpose of the paper is to develop a comprehensive pedagogical model of distance teaching and learning organization in the conditions of implementation of network technology of students’ educational and creative activity management.The research methodology was determined by a set of methodological approaches (systemic, activity, competence, personality-developing) and was based on a pedagogical experiment which included ascertaining, forming and control stages.The results are as follows: it is well-proven that the only Internet platform for creation of educational SMART-environment in the higher education institution should be basic for organization of distance teaching and learning. It allows automation of teaching and learning processes, which is provided for a network contact of students and teachers in the interactive mode. Pedagogical model of distance teaching and learning organization in the conditions of network technology of student’s educational and creative activity management is offered. It consists of the pedagogical system components, diagnostic SMART-complex and methods of pedagogical influence. Technological stages and content of distance teaching and learning organization are justified in educational SMART-environment. Methods, forms and facilities of realization of the studied phenomenon are substantiated in the system of didactics educational complexes. It has been defined that the basic link of distance teaching and learning organization is a telecommunication environment, which includes: informatively-digital, educational-methodical and didactics contents. Experimental work performances have proved the substantial increase of high-quality indexes of the agrarian sphere students’ professional training (success, motivation, creative activity, productivity) in the conditions of implementation of network technology of students’ educational and creative activity management.The conclusion is that the realization of this pedagogical model in the system of distance teaching and learning allows to intensify considerably students’ creative activity, to promote a level of their internal motivation, to deepen the level of independence and individualization of studies, that in a result is determined by the high level of future specialists’ professionally-creative competence development.

Open and distance learning (ODL) has gained popularity and acceptance in recent years as a means of providing access to higher institutions for the educational aspirations of millions of learners. This has been made possible due to the technological advancements which have also caused changes in the pedagogical practices. However, the use of technologies for online facilitation requires sound instructional design system framework in organizing content, materials; as well as appropriate pedagogy in course delivery in distance learning. This paper highlights key strategies and innovations in distance learning delivery, emphasizing the importance of engaging the instructional system design (ISD) practices in providing quality e-facilitation in distance learning. It underscores the need for appropriate integration of digital tools, continuous professional development for educators and the importance of prioritizing learner-centred engagement in course interactions. The paper concludes by providing guidelines and instructional design system framework for the facilitation of interactive online learning programmes.

In the 21st century online distance and open education has broken the concept of traditional education system, in which the hybrid teaching system based on website blending diversified interactive multimedia course resources with network can comply with the requirements of new times and has been playing a more and more important role. The features of futures determine that the course Theory and Practice of Futures, one of the financial curricula of Beijing Radio and Television University, is a difficult and practical financial subject with its imperative requirements of precise logic and skillful operation. In the past few years the course Theory and Practice of Futures has build up various multimedia interactive education resources gradually such as CAI courseware based on network, network course, course resources database, course cases and streamline course etc. It's necessary to design a new and optimal hybrid teaching system to congregate all the multimedia resources of course with the use of advanced computer technology. It's well known that the multimedia interactive teaching system based on .Net is a better choice to recompose learning resources and perform the responsibility of multimedia interactive teaching. But how to design and realize it is the key problem and should be researched, which is just the purpose of this paper. Based on Browser/Server operation module, making use of three tier structure of Microsoft .NET, that is, data tier, logic tier and representation tier, the paper presents the interactive multimedia teaching system of course platform selection and macro-design, concrete function design and realization. The research results has been typically used in financial courses education as an experiment with new teaching system and has achieved excellent effects, which proved that as a new method the design and module showed by the paper are practical and have great applying and promoting value.

Distance learning accelerated and diversified during the Covid-19 pandemic, with the result that individual teachers working with their normal classroom groups now account for most of the courses offered online. However, this provision of “closed distance learning” will not suffice for the needs of the hundreds of millions of people who will seek secondary schooling, degree studies, and continuing education in the next 20 years. We describe howopen distance learningcan be conducted at scale through open universities, open schools, and MOOCs, which are all designed to cope with mass demand. Our focus is on how these organizations are run. This embraces institutional design and organization, governance, management and administration, and leadership. The three types of providers have various corporate and governance structures: public open universities, open schools under the aegis of government, and commercial MOOCs companies. However, the challenges of management and administration, which are to sustain operations at scale around the clock worldwide, are rather similar. Their leadership requires a genuine commitment to serving the disadvantaged, an ability to secure the trust of governments, understanding of the opportunities that emerging technology offers for distance education, and thorough familiarity with the institutional dynamics of open and distance teaching and learning systems.

Most distance learning or teaching systems use just regular television equipment, so the receiver is limited to passively watching the incoming low-resolution video stream. We have created a high-resolution image transfer system that creates a virtual copy of the sender’s environment, captured by multiple high-resolution still cameras, within the receiver’s computer. The receiver can peruse the virtual copy and zoom in to read what the lecturer has written on the board whenever desired. This paper shows how to reduce the transmission bandwidth required; the system periodically updates the images held in the receiver’s computer when necessary by sending only the images in which a significant change is detected and that show the lecturer’s most recent position. A simple method of detecting the lecturer’s position accurately is introduced and we discuss the impact of sound localization on service acceptance.

Discusses the software architecture, interprocess communication and the reference implementation of the Interactive Remote Instruction (IRI) system for distance learning. IRI is an Internet-based system which integrates continuous multimedia, shared applications and a variety of multi-user collaborative utilities. Internet multicasting is used by IRI for group management and data sharing, UDP (Unix domain protocol) multicasting is used for audio and video streams, while a reliable multicasting protocol (RMP) is used by XTV, the data sharing engine of IRI. The system is both scalable and expandable. It is scalable through the use of multicasting for interprocess communication. It is expandable due to its partitioning into a set of autonomous but cooperating components. The interaction among components is specified by a set of messages and the functions needed to send and receive these messages.

This study aims to identify the perceptions of Arabic language students and teachers about using literary texts in the study of Arabic Syntax. To achieve the research objectives, the researcher relied on the analytical approach with the qualitative approach, which collected data using semi-structured interviews with eight students specializing in Arabic and four Arabic language teachers at Perlis Islamic University College (KUIPs) Malaysia. The audio data is transferred to the written text and encoded manually. One of the most important findings of the research is that the students agreed that the employment of literary texts in the study of Arabic grammar helps them practice the language daily through the methods used and master the Arabic grammar by parsing words correctly, and this differs from using ordinary texts because they did not feel enthusiastic and fun while studying Arabic Syntax. Teachers also agreed that employing literary texts in the process of teaching Arabic Syntax helps students to know the correct style of Arabic, as most of the literary language is an eloquent language, and that employing literary texts with examples selected from prose texts and poetic texts, all of which are familiar and usual for students specializing in Arabic language and literature. Based on this, teachers should pay attention to choosing appropriate literary materials, such as short stories, when teaching Arabic Syntax to ensure that students understand the rules better and practice them on the ground.

In the current digital world, using information technology in the study process is necessary and in some situations is even mandatory In some cases, distance learning is the only option The choice of a suitable platform or a combination of platforms to conduct distance learning can be quite challenging The main reasons for this are the multiple platforms available, and the numerous criteria and limitations when scoring and using these platforms This article examines some of the technologies, used for distance learning After a comparative analysis, an option is presented for the integration of the Microsoft Teams platform in Nikola Vaptsarov Naval Academy's distance learning system

This landmark volume offers an introduction to the field of teaching Arabic as a foreign or second language. Recent growth in student numbers and the demand for new and more diverse Arabic language programs of instruction have created a need that has outpaced the ability of teacher preparation programs to provide sufficient numbers of well-qualified professional teachers at the level of skill required. Arabic language program administrators anticipate that the increases in enrollment will continue into the next decades. More resources and more varied materials are seriously needed in Arabic teacher education and training. The goal of this Handbook is to address that need.The most significant feature of this volume is its pioneer role in approaching the field of Arabic language teaching from many different perspectives. It offers readers the opportunity to consider the role, status, and content of Arabic language teaching in the world today. The Handbook is intended as a resource to be used in building Arabic language and teacher education programs and in guiding future academic research. Thirty-four chapters authored by leaders in the field are organized around nine themes:*Background of Arabic Language Teaching;*Contexts of Arabic Language Teaching;*Communicative Competence in Arabic;*The Learners;*Assessment;*Technology Applications;*Curriculum Development, Design, and Models;*Arabic Language Program Administration and Management; and*Planning for the Future of Arabic Language Learning and Teaching.The Handbook for Arabic Language Teaching Professionals in the 21st Century will benefit and be welcomed by Arabic language teacher educators and trainers, administrators, graduate students, and scholars around the world. It is intended to create dialogue among scholars and professionals in the field and in related fields--dialogue that will contribute to creating new models for curriculum and course design, materials and assessment tools, and ultimately, better instructional effectiveness for all Arabic learners everywhere, in both Arabic-speaking and non-Arabic speaking countries.

Innovation in Arabic Language TeachingrnDepartment of Arabic Language Education within the Faculty of Education at Gazi University was established in 1984. As of 2024, it celebrates its 40th anniversary. To commemorate this milestone, the idea of publishing a book arose. This book not only chronicles the department’s history from its inception to the present but also includes various academic studies conducted by researchers who were once students of the department. The first section of the book features the biographies of current faculty members of the department. The second section explores the historical development of the Arabic Language Education department, examining topics such as teacher training policies, material development methods, employment opportunities, and future perspectives. This is followed by a study that evaluates the academic contributions of the faculty members from its foundation to the present. Statistical analyses of their works are included, offering insights into their academic progression. Subsequently, a bibliometric analysis of master’s and doctoral theses completed under the department is provided. Theses supervised by advisors from the Social Sciences Institute (1984–2018) and the Educational Sciences Institute (1997–present) are categorized as master’s or doctoral studies and presented in chronological order, including student names, years, and thesis titles. Information about the current graduate programs, including courses, admission requirements, quotas, and faculty, is also detailed. This section presents a quantitative analysis of theses by advisors, annual distribution, and thematic classifications. The third section includes various academic studies on Arabic language education and Arabic literature. Highlights include: A Temperament-Focused Approach to Arabic Language Teaching: Enneagram, which aims to provide new perspectives to Arabic educators through Enneagram-based practices. The study combines descriptive analysis of personality types and classroom applications, resulting in sample activities for language teaching. Activity Suggestions and Evaluations for Teaching Culture in Language Learning Based on CEFR 2001 and 2020 Programs, which examines how cultural and pragmatic competence can be integrated into language learning at different levels of the CEFR framework. Criticisms of Taha Hussein’s Mustaqbal al-Thaqafa fi Misr, which presents critiques from nationalist thinker Sati’ al-Husri and Islamic Thinker M. Muhammad Hussein, highlighting the ideological diversity of their perspectives. Science Fiction in 19th and 20th Century Arabic Literature, which discusses the emergence of science fiction as a genre and provides examples of relevant works. Women as a Mirror of Society: An Analysis of ibn Fattumeh’s Journey, which sociologically evaluates female characters in Naguib Mahfouz’s Rihlat ibn Fattumeh, reflecting their societal roles. AI-Assisted Translation Analysis of Arabic Idioms with Stories, which compares AI-based translations (e.g., ChatGPT) with human translations and evaluates them both holistically and in detail. Repetition in Arabic Language, which examines the use and significance of repetition in Arabic discourse. Applications and Recommendations for Effective Use of Artificial Intelligence in Arabic Teaching, which addresses the benefits and challenges of integrating AI technologies into language education. Strengthening the Role of Literature in Arabic Language Teaching, emphasizing the importance of literature for the aesthetic and cultural enrichment of language education. Arabic Lexicography from Past to Present and Its Transformation in the Digital Era, which explores the evolution of dictionaries from traditional to digital formats. Reflections on the Vocational Arabic Course in the Context of Pedagogical Methods and Curriculum Incompatibility, which discusses challenges in Arabic language teaching today. Designing Educational Activities for Arabic Teaching with AI, which explains step-by-step how Arabic teachers can utilize AI technologies in their classrooms. By reviewing the academic contributions of faculty members and tracing the development of Arabic language education over 40 years, the book provides a clear understanding of the field’s growth and outlines a perspective for its future development.rnKeywords: Arabic Language Education, Arabic Literature, Innovation

Abstract
 The background of this research is to know how the e-learning system in the teaching and learning system at the public high school level, because the Covid 19 pandemic still allows us to learn online at home, with the e-learning system, the learning system can be very effective. remotely, because this research this time will discuss how a good system is applied to the learning process with an e-learning system. The method used in this research is to use the literature review method by referring to previously published books and journals, with the existence of books and journals that discuss this research before, it is certain that this research will produce the latest research and can become the basis for future research. . There are many remote learning method systems during the Covid 19 pandemic, with this remote learning system, the spread of the Corona virus will be greatly reduced, because students do not meet in person and cannot spread directly through physical contact, with the distance learning method. the teaching and learning system continues even though the Covid 19 pandemic spreads. In this research, we will produce a system proposal that will be the basis for the development of distance teaching and learning methods, using e-learning media at an educational level, namely public high schools with a proposed system, so it can be the best suggestion in the future. thiscovid 19 pandemic.
 Keyword: E-learning, Learning, High School, Online.