This slides report on a study, based on an extensive review of current literature in related areas, as a way forward in looking at the assessment of quality in Arabic online discussion forums (AODF). The paper will assess the interaction quality in AODF based on the criteria introduced by Henri (1992), Newman et al. (1996) and Garrison et al. (2001). The study showed that interaction was effectively facilitated through the use of text-based forums, and that participants used the online interaction to build a learning community and to generate knowledge within the learning community. Results indicated that participants engaged primarily in processes related to “clarification and critical assessment”, and did not reach a satisfied stage of “critical discussions of contributions”. The main benefits of the proposed criteria are towards facilitators, as a way to assess learners’ online contributions, while students may use it to understand what is expected of them as participants in online discussion forums.

1. Investigating
Interaction Quality in Arabic
Online Forums Among Non-
Native Learners
Nurkhamimi Zainuddin
Universiti Sains Islam Malaysia
khamimi@usim.edu.my
http://drkhamimi.com

2. https://www.mangoapps.com/blog/enterprise-collaboration-tools-andfuture-of-work-and/

3. Background
Types of participants:-
1) Lurkers – who just read the messages but do
not participate (Gazdial & Carroll, 2002)
2) Read the messages and treat them as notice
board, limited interactivity.
3) Participate with interactivity to its full
intention (Ho,2002)

4. Literature Review
- Discussion forums have been used to ensure
interaction between learners and instructors
(Sharples, 2000, Farmer, 2004).
- Students should be penalized for the errors in
their posts because they were not given the
time or opportunity to correct their work (Palloff
& Pratt, 1999).

5. Literature Review
- Additionally, encouraging students to post
without editing promotes spontaneity and
liveliness in the discussion (Palloff & Pratt,
1999).
- Better use of discussion forums, but the way in
which quality of participation can be evaluated
has yet to be adequately investigated (Nandi,
2009).

6. Literature Review
- Discussion forum is necessary to evaluate the
learner’s engagement to ensure effective
participation (Sheard, Ramakrishna and Miller,
2003)
-From an educational perspective, explicit
assessment criteria or marking schemes are
particularly important for effective student
assessment (Brown, Bull and Pendlebury, 1997).

7. Literature Review
Thus:
In this paper, we will highlight the criteria to
evaluate interaction quality in AODF. The clearer
the criteria is, the more effectively academics
will be able to make use of online interactions
and discussions as an educational tool.

8. Methodology
- A case study
(1) Arabic Learning Management System (LMS),
(2) Facebook
(3) Blog.
- The first discussion (synchronous)
- Several sessions (asynchronous and synchronous)

9. Methodology
- Five random groups for the first discussion.
- They were given 25 minutes in which to discuss the
topic in light the two course readings and lecture
content (they had been given the topic, the discussion
question and the readings some weeks before).

10. -Evaluate the interaction quality of discussion forum
posts based on the rubric introduced by Henri (1992),
Newman et al. (1996) and Garrison et al. (2001) which
are:
6 Criteria that will be assessed:
•Clarification and critical assessment.
•Application of knowledge (Relevance).
•Critical discussions of contributions.
•New ideas/Solutions.
•Sharing outside knowledge.
•Use of social cues or emotions.

11. Result

13. ?Behaviorism
Cognitivism
Constructivism
Connectivism
The
Creator
Jibril &
Muhammad
Muhammad
& Companions
Companions &
Tabi’in Ijtihad of
the Scholars
HOLISTICISM

14. Conclusion
- Learning Arabic language using online discussion forum can
bring the elements of excitement and stimulation to increase the
desire and motivation in the students in learning the language.
- This research has promoted a set of guidelines that can be used
for the assessment in order to ensure effective participation
among students.
- The main benefits :TASL (Teaching Arabic as a Second
Language) lecturers can use it as a way to assess learner’s online
contributions while students may use it as a way to understand
what is expected of them as participants in online discussions
rooms.