THE REALITY AND ASPIRATIONS OF DISTANCE EDUCATION IN SCHOOLS AND UNIVERSITIES - EDUCATIONAL PLATFORMS AS A MODEL –

Abstract

     Educators are constantly searching for the best ways to provide an interactive learning environment to engage and motivate learners. This includes supporting student interaction through educational experiences, opinions, discussions, and purposeful dialogues. On the other hand, modeling and delivering education in a standardized manner is also important. However, due to the sudden health crisis of the pandemic, decisions were made in accordance with the severity of the virus, leading to the closure of schools and universities. The alternative implemented for education was online teaching in order to continue studying by disseminating educational materials on dedicated platforms. Educational content was sent to students in text form, followed by interactive conversations and exchanges through various platforms.

In our research, we first focused on a historical overview of e-learning, its development, and concept, while highlighting its benefits and justifications. Secondly, we examined models of Arab educational institutions and platforms, such as "My School Platform" in Saudi Arabia, "Your Lesson Platform" in Egypt, "Madrasati Platform" in the United Arab Emirates, and "Mudarres Platform" in Tunisia. We delved deeper into the E-Learning Guelma platform at 8 May 1945 University Guelma - Department of Arabic Language and Literature - in Algeria as a sample, attempting to address the following issues: How successful is the interactive environment provided by e-learning between teachers and learners in light of the pandemic justifications? To what extent can students benefit from these tools and how can teachers benefit from them? Do we need an electronic management system to handle planning, monitoring, and coordination? By attempting to answer these questions using a descriptive approach, our goal is to identify the advantages of e-learning in general and the obstacles faced by students and teachers in using communication and information technologies for Arabic language education specifically. To achieve this methodology, we relied on various tools including questionnaires for both students and teachers. We collected, described, and analyzed the statistics.