Theoretical Framework for E-Learning: Analysis of Concepts and Terminology in the Arab Context

Abstract

By discussing the various concepts related to e-learning, identifying e-learning tools, identifying the concepts and terms associated with e-learning in the Arab context, developing a vision of e-learning and the unity of the Arab world, and presenting the experiences of some Arab countries, the study aimed to develop a comprehensive concept of e-learning.  The study's final findings showed that there is a glaring difference in how e-learning ideas are used and interpreted in the Arab world, which causes misunderstandings in educational policies and practices. Without modifying them for the local cultural and educational context, Arab educational institutions mostly rely on translated foreign words.  The lack of thorough Arab theoretical frameworks for e-learning is another flaw that restricts the usefulness of scientific studies in this area.  We discover that creating a more cohesive and effective e-learning model is facilitated by standardizing and interpreting words in their Arab context.  Based on these findings, a set of recommendations was developed, which include improving theoretical research that connects e-learning with cultural and social specificities and working to create a unified Arab educational dictionary of concepts related to e-learning in collaboration with Arab universities and research centers.

To make sure they are accurate and appropriate for the local context, educational institutions in the Arab world are advised to examine how they employ technical and instructional jargon.  In order to explore and standardize the theoretical underpinning for e-learning, they are also asked to host conferences and seminars specifically for Arabs.  Supporting Arab scholars and authors in this area also encourages them to provide genuine Arabic academic material for e-learning.