Arabic Teacher’s Humanistic Deauthorization: Online Teaching Experience in Islamic Higher Education
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| Title: | Arabic Teacher’s Humanistic Deauthorization: Online Teaching Experience in Islamic Higher Education |
|---|---|
| Authors: | null Penny Respati Yurisa, Muassomah Muassomah, Khoirurrijal Khoirurrijal, null Faisal Mahmoud Adam Ibrahim |
| Source: | An Nabighoh. 26:161-180 |
| Publisher Information: | IAIN Metro Lampung, 2024. |
| Publication Year: | 2024 |
| Subject Terms: | 209999 Language, Communication and Culture not elsewhere classified, 200399 Language Studies not elsewhere classified |
| Description: | The distance learning policy poses several challenges for Arabic teachers, students, and parents and causes a decrease in humanistic authority among teachers. Online learning tends to weaken their role in this aspect. This study identifies activities teachers can no longer do during online Arabic learning. In addition, this study also explores the factors that cause the erosion of this humanistic role. Using a qualitative descriptive method through interviews and focus group discussions (FGDs) with several teachers, this study found seven challenging activities for teachers, such as providing individual guidance to students face-to-face. Technology that acts as a communication medium between teachers and students causes limitations in understanding each student's character in depth. It is recommended that educators adopt a more adaptive approach, which can view students as active subjects in the learning process. |
| Document Type: | Article |
| File Description: | text |
| ISSN: | 2581-2815 1907-1183 |
| DOI: | 10.32332/an-nabighoh.v26i2.161-180 |
| Rights: | CC BY SA |
| Accession Number: | edsair.doi.dedup.....54feacf3bb74b82c4bfefd79e5c21067 |
| Database: | OpenAIRE |
Nájsť tento článok vo Web of Science | Abstract: | The distance learning policy poses several challenges for Arabic teachers, students, and parents and causes a decrease in humanistic authority among teachers. Online learning tends to weaken their role in this aspect. This study identifies activities teachers can no longer do during online Arabic learning. In addition, this study also explores the factors that cause the erosion of this humanistic role. Using a qualitative descriptive method through interviews and focus group discussions (FGDs) with several teachers, this study found seven challenging activities for teachers, such as providing individual guidance to students face-to-face. Technology that acts as a communication medium between teachers and students causes limitations in understanding each student's character in depth. It is recommended that educators adopt a more adaptive approach, which can view students as active subjects in the learning process. |
|---|---|
| ISSN: | 25812815 19071183 |
| DOI: | 10.32332/an-nabighoh.v26i2.161-180 |