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All Journal COMPETITIVE: Journal of Education DIROSAT: Journal of Education, Social Sciences & Humanities
Ouariach Fatima Zahra
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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.
Co-Authors Khaldi Mohamed Nejjari Amel Ouariach Soufiane