PROPOSAL TO DEVELOP AND VALIDATE A MOODLE-BASED FLIPPED LEARNING PLATFORM FOR ENHANCING ARABIC COMMUNICATION SKILLS

Semiu Olawale Makinde(1*), Abdussalaam Aminu Atotileto(2), Mariam Bola Sulyman(3),

(1) Al-Hikmah University, Ilorin, Nigeria
(2) Al-Hikmah University, Ilorin, Nigeria
(3) Al-Hikmah University, Ilorin, Nigeria
(*) Corresponding Author

Abstract


This research proposes the development and validation of a Moodle-based flipped learning strategy for enhancing basic communication in Arabic among undergraduates in Nigeria, using Al-Hikmah University as a case study. Flipped learning is a model that redefines traditional classroom activities, enhances engagement, and deepens understanding. Integration with Moodle, a widely used Learning Management System (MLS), creates a structured environment for content delivery. The study involves creating Arabic language modules on Moodle, including instructional videos, multimedia, and interactive exercises. These modules support self-paced learning, enabling students to review materials before class, with in-class time dedicated to collaborative activities. Effectiveness will be assessed through quantitative and qualitative measures, including pre- and post-assessment tests, surveys, and focus group discussions. Anticipated outcomes include improved language proficiency, increased participation, and enhanced communication skills. Validating the flipped learning platform using Moodle at Al-Hikmah University will provide valuable insights into language education, particularly for enhancing Arabic communication skills. The study's novelty lies in its innovative use of flipped learning, customized application of Moodle, focus on a unique demographic, and practical approach to language acquisition. This research offers a blueprint for future implementations in diverse educational settings, promoting the broader adoption of technology-enhanced learning methods.

Keywords


Arabic language, flipped learning, Moodle-based, pedagogy

Full Text:

PDF

References


Ablo, A. D., & Yekple, E. E. (2018). Urban water stress and poor sanitation in Ghana: perception and experiences of residents in the Ashaiman Municipality. GeoJournal, 83, 583-594. https://doi.org/10.1007/s10708-017-9787-6.

Agu, M., Isichei, E. E., & Olabosinde, T. M. (2018). Infrastructural development and growth of micro, small, and medium scale enterprises (MSME). Academic Journal of Economic Studies, 4(4), 71-77.

Akewula, A. O. (2020). The Arabic scene as a foreign language in Madaris education in Ibadan metropolis. Retrieved from http://repository.ui.edu.ng/handle/123456789/8808.

Al-Amery, A. (2020). Attitudes of the students at the institutes of fine arts in Iraq towards implementing active learning strategies in Arabic language courses and the associated challenges. Journal of Education and Practice, 11(13), 73-81. https://doi.org/10.7176/JEP/11-13-08 .

Arshad, M. (2012). Penggunaan strategi pembelajaran kamahiran bertutur bahasa Arab: Kajian di Pusat Asasi UIAM. Persidangan Kebangasaan Pengajaran Dan Pembelajaran Bahasa Arab 2012 (PKEBAR’ 12), Universiti Kebangsaan Malaysia, Bangi.

Atotileto, A. A. (2011). An examination of the use of Information and Communication Technology (ICT) in the teaching and learning of Arabic language in the 21st century. A paper presented at the International Conference on Islamic Education 2011 (ICIED2011), Selangor, Malaysia.

Bull, G., Ferster, B., & Kjellstrom, W. (2012). Inventing the flipped classroom. Learning & Leading with Technology, 40(1), 10-11. Retrieved from https://www.learningandleading-digital.com/learning_leading/201208?pg=
12#pg12.

Doe, B., Peprah, C., & Chidziwisano, J. R. (2020). Sustainability of slum upgrading interventions: Perception of low-income households in Malawi and Ghana. Cities, 107, 1-15. https://doi.org/10.1016/j.cities.2020.102946.

Ebekozien, A., Aigbavboa, C., Samsurijan, M. S., Radin Firdaus, R. B., Ayo-Odifiri, S. O., & Amadi, G. C. (2023). Disasters recovery and rehabilitation in informal settlements: the role of fourth industrial revolution technologies. International Journal of Construction Management, 24(3), 1155–1165. https://doi.org/10.1080/15623599.2023.2230397.

Edet, D. A., & Udida, F. U. (2023). Private sector participation and the provision of facilities for universities business education undergraduates’ acquisition of 21st century skills. Sustainable Development, 6(2), 76-93. https://www.doi.org/10.52589/AJESD-ZAYW1KWR.

Eltahir, M. E., Alsalhi, N. R., Al-Qatawneh, S., AlQudah, H. A., & Jaradat, M. (2021). The impact of game-based learning (GBL) on students’ motivation, engagement, and academic performance on an Arabic language grammar course in higher education. Education and information Technologies, 26, 3251-3278. https://doi.org/10.1007/s10639-020-10396-w.

Estes, M. D., Ingram, R., & Liu, J.C. (2014). A review of flipped classroom research, practice, and technologies. International HETL Review, 4. Retrieved from https://www.hetl.org/a-review-of-flipped-classroom-research-practice-and-technologies/.

Federal Republic of Nigeria. (FRN, 2014). National policy on education. Abuja: Yaba Revised Edition NERDC Press.

Fisher, F. (2017). Forms and purposes of assessment.

Gallagher, K. (2023). Transnational teacher educators in internationalized higher education in the Arabian Gulf. Journal of Further and Higher Education, 47(8), 1-13. https://doi.org/10.1080/0309877X.2023.2212244.

Joyce, B., Weil, M., & Calhoun, E. (2015). Models of teaching (9th ed.). London: Pearson.

Long, T., Cummins, J., & Waugh, M. (2020). To flip or not in higher education: A tale of three instructors. The Asia-Pacific Education Researcher, 29, 201-212. https://doi.org/10.1007/s40299-019-00470-4.

Lubis, M. A., Lampoh, A. A., Yunus, M. M., Shahar, S. N., Ishak, N.M., & Muhamad, T. A. (2011). The use of ICT in teaching Islamic subjects in Brunei Darussalam. International Journal of Education and Information Technologies, (5), 79-86.

Makinde, S. O. (2020a). Impact of flipped classroom on mathematics learning outcome of senior secondary school students in Lagos, Nigeria. African Journal of Teacher Education, 9(2), 23-42. https://doi.org/10.21083/
ajote.v9i2.6182.

Makinde, S.O. (2017). Effects of a developed flipped classroom package on senior secondary school students’ performance in Mathematics in Lagos, Nigeria (Unpublished PhD Thesis). University of Ilorin, Ilorin, Nigeria.

Makinde, S.O. (2020b). Social network for learning: Al-Hikmah University undergraduate students’ perspective. International Journal of Indonesian Education and Teaching. 4(2), 168-181. https://doi.org/10.24071/ijiet.v4i2.2430.

Morrison, B. R. (2011). Self-directed learning modules for independent learning: IELTS exam preparation. Studies in Self-Access Learning Journal, 2(2), 51-67.

O’Flaherty, J., & Philips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95. https://doi.org/10.1016/j.iheduc.2015.02.002.

Olaniran, S. O. (2018). Almajiri education: Policy and practice to meet the learning needs of the nomadic population in Nigeria. International Review of Education, 64, 111-126. https://doi.org/10.1007/s11159-018-9705-2.

Omar, A. R. (2019). An investigation of Arab students’ motivation for learning English (Doctoral dissertation). University of Huddersfield.

Purwanto, A., Rasyid, Y., Anwar, M., & Mayuni, I (2022). Moodle-based flipped learning model to increase basic translation skills and 21st century skills. Journal of English Language Teaching, 7(1), 01-10. http://dx.doi.org/10.30998/scope.v7i1.13891.

Rohman, F. (2022). Problem-based learning in Islamic religious education: The case of the Indonesian pesantren. Global Journal Al-Thaqafah, 12(1), 82-97. http://dx.doi.org/10.7187/GJAT072022-5

Samah, R., Hamid, M. F. A., Sha’ari, S. H., & Mohamad, A. H. (2014). Using SILL’s strategies among student in learning Arabic language in Malaysia. Wulfenia Journal, 21(1), 26-34.

Zubair, S. S. (2023). The advent and growth of Islamic education in Ondo and Ekiti States, Nigeria, 1955-2020 (Doctoral dissertation). University of Ibadan.




DOI: https://doi.org/10.24071/ijiet.v8i2.8075

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Semiu Olawale Makinde, Abdussalaam Aminu Atotileto, Mariam Bola Sulyman

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 

Indexed and abstracted in:

 


IJIET Sinta 2 Certificate (S2 = Level 2)

We would like to inform you that IJIET (International Journal of Indonesian Education and Teaching):has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree  No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 5 No 2, 2021 until Vol 10 No 1, 2026.


 


Creative Commons License

This work is licensed under CC BY-SA.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

IJIET DOI: https://doi.org/10.24071/ijiet

p-ISSN: 2548-8422 (since 5 January 2017); e-ISSN: 2548-8430 (since 5 January 2017)

 

Flag Counter


IJIET (International Journal of Indonesian Education and Teaching) is published twice a year, namely in January and July, by the Institute for Research and Community Services of Sanata Dharma University, Yogyakarta, Indonesia.