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