A Hybrid E-Learning Framework for Arabic Language Flipped Classroom

This study examines the design of a blended flipped classroom approach through a hybrid elearning framework for undergraduate Arabic language studies. This involves the design, development and production of e-learning platforms, where e-simulation activities and gamification subject resources, support mechanisms (pre-class) and subject resources that addresses informative learning, collaborative and reflective learning (post-class) that enhance and extend the engagement, interactivity and agency in the context of e-learning environments. The proposed framework embeds a more holistic Arabic learning with providing students some excitement on the topic to be learned prior to the class and the post e-learning platform serves to facilitate student involvement in applying the knowledge acquired with self-assessment practices at their own pace and time anywhere. This largely means that the 4 hour per week Arabic face-to-face class can now be extended further from interactive instructional delivery to deeper learning in terms of students’ understanding and focus more on the selective key pillars by showing the link through relatedness of being more effective.