Developing Arabic Language Instructional Content in Canvas LMS for the Era and Post Covid-19 Pandemic

Fauzi, Moh. Fery; Murdiono, Murdiono; Anindiati, Irma; Nada, None Auqi Lu’lu In; Khakim, Rifqi Rohmanul; Mauludiyah, Lailatul; Thoifah, I’anatut

doi:10.22219/jiz.v3i3.15017

Cited by 13 publications

(13 citation statements)

References 6 publications

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“…Canvas is an easy-to-use LMS that contributes in supporting the teaching and learning process. It is in line an assumption that it is a platform for student success with some easy-to-use LMS features (Al- Khoeri, Nuraini, Ramdani & Agum's, 2021;Fauzi et al, 2020). In addition, using Canvas is considered to be beneficial, since it offers an easy access to receive the course materials (Pujasari & Ruslan, 2021).…”

Section: Santiana Silvani Ruslanmentioning

confidence: 81%

Section: Santiana Silvani Ruslanmentioning

confidence: 89%

“…Additionally, Canvas is also considered as a helpful LMS, since it helps the students to gain better understanding about the learning materials (Edmunds, Thorpe, & Conole, 2012;Fauzi et al, 2020). Moreover, Fauzi et al (2020) in their study also witness that Canvas is effective and it has large effect on students' learning outcomes in online learning. It is confirmed by the result of this study, by which the students mentioned that besides their understanding of the course materials, their language skills and also vocabulary mastery are also improved after they use Canvas for online learning.…”

Section: Santiana Silvani Ruslanmentioning

confidence: 89%

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Optimizing LMS CANVAS for Interactive Online Learning Perceived by the Students

Santiana

Silvani

Ruslan

2021

JEET

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Recently, technology has been an integral part of education. Teachers must use technology into their teaching practices in order to adapt to society's digital revolution. One of the strategies that can be implemented by the teachers is utilizing Canvas as one of Learning Management Systems (henceforth LMS) in their course. This study aims to investigate the students’ perception towards the use of Canvas to promote interactive online learning. Implementing case study as the research design, this study involved 77 students as the participants, and used both questionnaire and semi-structured interview to collect the data. In this study, the quantitative data were analyzed using descriptive statistics, while the qualitative data were analyzed using thematic analysis. The findings of this study revealed that students accessed Canvas ranging for less than 1 hour to more than 2 hours in a week. They accessed it mostly to join some learning activities designed by the teacher, including reading the learning modules, joining online discussion, and doing the assignments given by the teachers. They also believe that during the online learning, Canvas is an easy-to-use LMS, and it provides a lot of features that help them learning. Besides, they also agree that Canvas is effective to provide them the opportunity have an interactive learning experience. In addition, they also perceived that using Canvas motivated them, and make the learning process more interesting. Therefore, teachers can optimize various features provided by Canvas to make the teaching and learning process in online setting become more interactive, interesting, and effective.

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Section: Santiana Silvani Ruslanmentioning

confidence: 81%

Section: Santiana Silvani Ruslanmentioning

confidence: 89%

Section: Santiana Silvani Ruslanmentioning

confidence: 89%

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Optimizing LMS CANVAS for Interactive Online Learning Perceived by the Students

Santiana

Silvani

Ruslan

2021

JEET

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“…This study underscored the importance of adopting multiple learning paths that integrate various learning styles (Tumskiy, 2019). Another recent study investigated the use of Canvas LMS for the delivery of content in the form of e-books for Arabic language learning in an Indonesian context (Fauzi et al, 2020). While the above studies agree that there is a strong correlation between the use of learning management systems and student achievement, the findings are largely based on summative achievement tests that may or may not reflect the true abilities of learners.…”

Section: Literature Reviewmentioning

confidence: 92%

Designing an Arabic Speaking and Listening Skills E- Course: Resources, Activities and Students' Perceptions

Mohammed¹

2022

EJEL

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This paper presents a fully online course model for teaching speaking and listening skills for students learning Arabic as a foreign language at the International Peace College South Africa on the NEO learning management platform. It also investigates the students' attitudes towards the course. The course was developed by the researcher during the first semester of 2020. This period coincided with South Africa’s first wave of COVID-19, and the country’s first strict lockdown. The syllabus consists of three components: listening, speaking and conversational Arabic. It includes various technology-enhanced activities and resources which were developed by using LMS features, Web 2.0 tools, and e-learning specifications such as Learning Tools Interoperability (LTI) and Shareable Content Object Reference Model (SCORM). The integration of technology in the course is based on an approach that combines Bloom's taxonomy and Technology Integration Matrix (TIM). Apart from the description of the course, this study used a thirty-item questionnaire to investigate the attitudes of thirty-one learners who participated in the course. They answered questions about the course’s resources, activities as well as its impact on their language skills. Results from the questionnaire revealed that the respondents' attitudes towards the online course were positive and statistically significant at p < .05. The design and the approach adopted in this study can apply to any context of language teaching. It provides a myriad of technology-enhanced activities that can be effectively used to teach listening and speaking skills virtually. Foreign language teachers can adopt this approach in its entirety, or with idiosyncratic modifications to design their language courses, irrespective of the virtual learning ecology (VLE) they use.

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“…As Canvas LMS is gradually taking one of the leading roles among other online course platforms, it gets more investigated, for instance: all possible specifications of its usage for foreign language learning are considered in such works as "Developing Arabic language instructional content in Canvas LMS for the era and post Covid-19 pandemic" (Fauzi, 2020) or "Utilizing Canvas in Technology Enhanced Language Learning Classroom: a Case Study" (Pujasari, Ruslan, 2021). The improvement of the understanding of educational material effectiveness using the Canvas platform was considered in the dissertation study "Student Interaction Network Analysis on Canvas LMS" (Desai, 2020).…”

Section: Introductionmentioning

confidence: 99%

Canvas Lms: Opportunities and Features

Nalyvaiko

Вакуленко

2021

Educological discourse

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The sphere of education has been recently facing gradual changes in approaches and attitudes of all its participants to the process of studying. Rapid digitalization together with global life challenges such as the Covid-19 pandemic gets technology to be used together with traditional means of education in order to meet the needs of today's learners not only in a painless but also in a favourable way. The article considers the necessity to modernize the traditional process of studying and optimize it for learners, who deal with individual or forced distance study, caused by the pandemic as well. The up to date change implementation can be possibly accomplished with the help of specialized applications and web systems, particularly the online course platform Canvas, which stands in the focus of our paper. Previous studies and researches connected with similar and / or the same platform are mentioned briefly. The article also reveals technical capability and features of the Canvas system, presents the investigation of its conformity with students’ current needs through our analysis of its advantages and disadvantages and describes its pros and cons not only from the point of view of students, who are considered to be the representatives of the main category or platform users, but also considering teachers’ experience and impressions of Canvas as a primary or a subsidiary educational system with courses. The readers of this article may get acquainted with the main elements of the Canvas platform structure, learn about their characteristics and decide whether to approve or disapprove such an alternative to outdated course attendance. Furthermore, the research includes a survey conducted among 50 students, who had already used the platform in appliance with their curriculum and were asked to share their impressions starting from logging in to giving an overall review of this concentration of online courses. In the final analysis we provide the readers of the article with a general conclusion about the platform, its conformity with the requirements of the educational system and learners’ needs specifically.

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Developing Arabic Language Instructional Content in Canvas LMS for the Era and Post Covid-19 Pandemic

Cited by 13 publications

References 6 publications

Optimizing LMS CANVAS for Interactive Online Learning Perceived by the Students

Optimizing LMS CANVAS for Interactive Online Learning Perceived by the Students

Designing an Arabic Speaking and Listening Skills E- Course: Resources, Activities and Students' Perceptions

Canvas Lms: Opportunities and Features

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