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All Journal COMPETITIVE: Journal of Education DIROSAT: Journal of Education, Social Sciences & Humanities
Khaldi Mohamed
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Enhancing Adaptive Pedagogical Content Development with ADDIE and Scrum in Hypermedia Environments Chelliq Ikram; Erradi Mohamed; Khaldi Mohamed
DIROSAT: Journal of Education, Social Sciences & Humanities Vol. 2 No. 2 (2024): Innovation in Education and Social Sciences Research
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/dirosat.v2i2.64

Abstract

This article explores an innovative approach that combines the ADDIE and Scrum methodologies to develop pedagogical objects in adaptive hypermedia systems. The aim is to address the evolving needs of learners in a constantly changing learning environment. This integration provides increased flexibility, allowing for quick adjustments based on learners' requirements. It also promotes multidisciplinary collaboration, enhances pedagogical quality through regular reviews, maintains alignment with educational objectives, and ensures transparent quality management. The article presents an architecture tailored to this approach, highlighting key components to promote adaptability. It discusses future prospects for the implementation of this approach, including automation and the integration of artificial intelligence, thus opening up new possibilities for continuous improvement in adaptive education and learning.
From Platforms to Online Communication Tools Ouariach Fatima Zahra; Nejjari Amel; Ouariach Soufiane; Khaldi Mohamed
DIROSAT: Journal of Education, Social Sciences & Humanities Vol. 2 No. 3 (2024): Innovation in Education and Social Sciences Research
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/dirosat.v2i3.68

Abstract

In e-learning, the shift from platforms to online communication tools has been significant. As education evolves towards virtual environments, learning platforms become crucial for managing courses, delivering content and assessing learners. The article focuses on various forms of online communication tools, such as discussion forums, live chats and virtual meeting rooms, and explains how these tools facilitate interaction, collaboration and active participation between learners. It also discusses potential obstacles to the integration of these tools. In this contribution, we work with the LMS platform, as the various online communication tools can be found in the LMS platform. Ultimately, the article highlights the importance of combining a robust e-learning platform with appropriate online communication tools to foster an interactive learning environment.
From Lecture Theaters to Online Classrooms: Examining The Growth of the Flipped Classroom Ouariach Soufiane; Ouariach Fatima Zahra; Khaldi Mohamed
COMPETITIVE: Journal of Education Vol. 3 No. 2 (2024): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v3i2.97

Abstract

Traditional models of education involve teachers imparting knowledge to students in a classroom setting. However, new learning theories suggest that students do not all acquire information in the same way. Some learn better through independent exploration and discovery, while others thrive in social environments with hands-on instruction. This debate around student-centered versus teacher-centered pedagogy is far from resolved. One approach that is gaining attention is the "flipped classroom," which restructures learning activities so that domestic tasks typically done as homework are performed in class, with teacher guidance. Meanwhile, lectures previously given during class time are accessed autonomously by students at home, often via online video. This model arguably provides flexibility that better caters to varied student needs and learning styles. However, there are also challenges to consider when transitioning to a flipped model. This article explores the arguments on both sides, providing a balanced perspective on the benefits and limitations of traditional and flipped approaches based on current research in educational psychology. First, the article delves into the term "flipped classroom" and its relationship with the Bloom taxonomy. It then examines different flipped classroom models and finally the benefits and limitations of the flipped classroom application.
Differentiated Management of Synchronous Communication Tools According to Learning Situations: The Case of Videoconferencing and Chat Ouariach, Fatima Zahra; Nejjari Amel; Khaldi Mohamed
COMPETITIVE: Journal of Education Vol. 4 No. 3 (2025): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v4i3.201

Abstract

This article explores the differentiated pedagogical use of synchronous communication tools specifically videoconferencing and chat in relation to various learning situations. Drawing on a techno-pedagogical framework, it examines how these tools can be effectively managed and integrated across four key phases of the learning process: situation, conceptualization, objectivation, and transfer. Each tool offers specific affordances that align differently with pedagogical intentions. Videoconferencing supports real-time verbal interaction, fosters social presence, and enables immediate co-construction of knowledge. In contrast, chat allows for more reflective engagement, written traceability of exchanges, and more balanced participation among learners. The study highlights how these tools can be complementary rather than interchangeable, depending on the learning objectives and context. Strategic guidelines are proposed to help educators make informed decisions about which tool to use at each phase of the learning process. By aligning tool functionalities with the pedagogical purposes of each learning situation, the article provides a structured approach to improving synchronous communication practices in distance education. This analysis contributes to more effective and intentional use of synchronous tools, enhancing learner engagement and the overall quality of online teaching. Ultimately, the article emphasizes the importance of matching technological affordances with instructional design for meaningful learning experiences.
Co-Authors Chelliq Ikram Erradi Mohamed Nejjari Amel Ouariach Fatima Zahra Ouariach Soufiane Ouariach, Fatima Zahra