Educational Capabilities in Cyberspace in the Islamic World: Reality and Challenges

Document Type: Takhasosi

Author

Faculty of Law and Political Sciences / University of Sousse (Tunisia)

025/p-l.2019.2372

Abstract

For more than a quarter of a century, the world has been witnessing a scientific and technological revolution that surpassed in its importance, effects and results the eighteenth century industrial revolution in Europe. This revolution was communication and informatics among its most prominent manifestations. Information and communication technology, which contributed to making a very important impact in a very short period of time, and radically in all types of dealings, and ways of thinking and life overwhelmed the traditional patterns that people had known before in everything.
This development is considered a natural matter on the basis that any steady growth in the field of science and technology causes confusion to the existing economic, social, political, cultural and educational structures and relations, and from there it becomes imperative for us to take the initiative to develop a systematic, scientific and rational plan to confront this indispensable and indispensable technology. .
If we want to touch on the archeology of this development in the field of education, education, training and research, we find that its beginnings in the West and in the United States of America go back to the beginning of the eighties of the last century, then in the year 18 the studies related to these fields began to raise a set of important questions and issues that emerged from them. The scientific and technological revolution, as these studies called for the necessity of paying attention to scientific research in the field of e-learning to face the challenges posed by this technological revolution.
However, since the mid-nineties of the last century and as a result of the development of the use of the Internet and its widespread use among individuals and educational institutions, whether or not educational, many concepts of this type of education have changed and new terms have appeared, and from here serious thinking began about the possibility of using the Internet in various civil fields, including Especially the field of education.
These tremendous technological developments that touched all life activities, as previously mentioned, can they be considered an indication of the end of the traditional or attending educational systems?
In any case, no, but nevertheless it is observed today in all societies, including in the Islamic world, the occupation of e-learning to significant areas, as indicated by many statistics, and in order to adapt to this new and new educational environment, the Islamic educational institutions face the imposition of educational institutions. And successive technology, and from there, it became necessary for these institutions to face the increasing demand for e-learning, and to upgrade its efficiency, effectiveness and quality to match the requirements of the times and meet the needs of society in different fields.
In this intervention, we will try to answer the following main problem:
What are the reality and challenges of educational capabilities in the cyberspace in the Islamic world?
The following sub-questions are divided into this problem:
What is meant by the term e-learning?
- What is the relationship of e-learning to traditional or formal education in terms of being an integration relationship or a relationship of competition?
- How can the process of universalizing electronic education be realized in the Islamic world?
- What are the mechanisms that make use of the educational capabilities in the cyberspace in the Islamic world, especially in the field of religious education?
- Do we really need electronic education in the Islamic world, the place of traditional or formal education?
To what extent is it possible to talk today about the creation of real and lasting Islamic e-learning in light of the challenges of multiple sources?
The answer to the various sub-questions will form the cornerstone of this intervention.

Keywords

Main Subjects


  1. جابر، خلیل. تاریخ شبکة المعلومات العالمیة (إنترنت):
http://www.angelfire.com/biz/kha98/maqlat_mhadrat/internethistory.htm
  1. الخوالدة، محمد. مفهوم التعلم عن بعد والتعلیم المفتوح ودور تکنولوجیا الإتصالات فی تفعیلهما:
www.elearning.edu.sa/?page=SelfLearning                   
  1. العمر، محمد (2004). مستقبل بدأ البارحة: تحدیات الصحافة الورقیة فی عصر الإنترنت. مجلة إتصال، عدد 9:
http://www.etesal.com/etesal/section/printer_friendly.cfm?aid=441&ino=4
  1. الفریح، سعاد (2005). التعلم عن بعد ودوره فی تنمیة المرأة العربیة. القاهرة: منتدى المرأة العربیة والعلوم والتکنولوجیا: 10-8.
  2. الفیومی، نبیل (2014). التعلم الإلکترونی فی الأردن: خیار استراتیجی لتحقیق الرؤیة الوطنیة. التحدیات، الإنجازات والطریق نحو المستقبل. الأردن: وزارة الإتصالات و تکنولوجیا المعلومات.
  3. المحیسن، إبراهیم. وخدیجة هاشم. (1423). المدرسة الإلکترونیة: مدرسة المستقبل.دراسة فی المفاهیم والنماذج. ندوة مدرسة المستقبل. الریاض: جامعة الملک سعود:
www.ksu.edu.sa/seminars/futur-school/Abstracts
  1. مؤتمر صحافة الإنترنیت فی الوطن العربی: الواقع والتحدیات (2005). الصحافة الإلکترونیة العربیة: الواقع والأفاق. الإمارات العربیة المتحدة: جامعة الشارقة.
  2. المؤتمر العلمی الثانی عشر لنظم المعلومات وتکنولوجیا الحاسبات. (2005). التعلم الإلکترونی وعصر المعرفة. القاهرة: من تنظیم الجمعیة المصریة لنظم المعلومات وتکنولوجیا الحاسبات: 17-15.