by Arabic Online | Jan 15, 2024 | Arabic Language, Arabic Online Updates |
Learners as active participants We are often asked what is the teaching / learning method used in Arabiconline.eu. The pedagogical approach of ArabicOnline.eu can be described as a cognitive constructivist approach to learning. This approach sees learning as an active...
by Arabic Online | Dec 28, 2021 | Arabic Language, Arabic Online Updates |
Traditionally Arabic courses are grammar-driven Our research indicates that many existing courses for Arabic are descriptive, form-based and grammar-driven. Additionally, the teaching of Arabic is largely reliant on native Arabic speakers. These teachers often have a...
by Arabic Online | Oct 8, 2021 | Arabic Language, Arabic Online Updates |
Arabic Online courses are designed for self-study. However, the disadvantage of studying alone is ‘lonely learning’, and you need a lot of self-discipline and self-motivation to arrange a programme of study. We frequently receive emails from people asking how Arabic...
by Arabic Online | Jun 28, 2021 | Arabic in schools, Arabic Online Updates |
Tests and Certificates for our Arabic courses Certificates for Arabic have become more popular, especially during the pandemic. We are receiving quite a number of emails from subscribers who have taken the Beginners to Intermediate Arabic Course and want to take tests...
by Arabic Online | Feb 1, 2021 | Arabic Online Updates, blog |
The transition out of Flash confronted us with a number of challenges. The first and most important question was how to find a software solution that enabled us to recreate the Flash courses without losing the identity, features and interactions of Arabic Online....
by Arabic Online | Nov 4, 2020 | Arabic Language, Arabic Online Updates |
Flash Player – software of choice Like many software developers and publishers of elearning content, we used Adobe Flash Player for our main Arabic courses. There were many reasons for this decision. The Flash Player could be installed in every browser. It...
