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Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.

21& 2'13

Social Communication Networks the Most Powerful Present at the Service of Education
(r. )a*seer +ndrawes Salee, -ead of t.e /i0raries and Infor,ation (epart,ent Ir0id 1ni2ersit* 3ollege - +l-4al5a6 +pplied 1ni2ersit*- Jordan E-7+I/8 )+9SEE:;+N(:+<ES=9+-##.3#7 (r . Nedal +wwad 4ane - -ani -ead of t.e (epart,ent of Englis. language and /iterature Ir0id 1ni2ersit* 3ollege - +l-4al5a6 +pplied 1ni2ersit* > Jordan Abstract ).is stud* ai,ed at 0uilding up a ?nowledge ,atri@ in w.ic. t.e features of t.e pictures of social co,,unication networ?s& t.eir concept& ,ost fa,ous ones and t.eir role in ser2ing are re2ealed. ).e* are we0 sites and different and 2arious software6s w.ic. allow people to interact around an idea & a piece of infor,ation & a topic or a certain ai, .+n* educational institution & for e@a,ple & can initiate 0logs or electronic sites specific for t.e, . ).e* allow t.eir students to .a2e access to co,,unication and writing in t.e, a0out t.eir affairs& interests and educational acti2ities. Social networ?s .a2e 0een designed as a new co,,unication language for internet users in societ* in order to o2erco,e t.e factors of 0ot. place and ti,e cope wit. current no2elties& strengt.en social relations.ips 0etween users to 0rea? t.e 0arrier of so,e indi2iduals social isolation& create opportunities for ?nowledge interacti2it* and co,,unication and ?eep up wit. t.e .uge a,ount of infor,ation& in a wa* .as increased t.e desire for learning. Social co,,unication networ?s are i,portant infor,ation ,edia w.ic. .a2e recentl* spread and pla*ed political& econo,ic& social and educational roles in t.e world as are t.e case in t.e 1S+ and c.ina. ).e role of social co,,unication networ?s (new ,edia is no longer confined to co,,unication wit. friends& e@c.ange of social and political de0ates and spread of 0eliefs& 0ut t.eir role e@ceed t.e, .7an* co,panies started to use t.ese sites for ,ar?eting t.eir products for co,,unicating wit. t.e target crowd. Ao2ern,ents used t.e, for spreading data& infor,ation& news and recei2ing 2iews and co,,ents fro, people. -owe2er& so,e people disagree wit. t.e idea of using and incorporating so,e sites of social networ?s in education as does not allow e5ual learning opportunities and ,a?es t.e learns ,ec.anic and addict to t.e co,puter so,e go2ern,ent li?e Aer,an* and c.ina e@pressed t.eir concern a0out t.e use of face 0oo?& twitter and *ou tu0e sites 0ecause it 2iolates t.e pri2ate and pu0lic rig.ts of students personal files. ).e stud* concluded t.e e,p.asis on t.e i,portance of infor,ational re2olution and 0enefit fro, t.eir 2arious sites and networ?s and t.eir current and future effects& especiall* in educational and fields 0* encouraging go2ern,ents to pass legislations on t.ose sites to protect t.eir citiBens fro, t.e ris?s and disad2antages of t.ose social networ?s. People of 0usinesses and co,panies also s.ould of solutions suc. as t.e use of-Searc. dri2es- ,ore specialiBed +ra0ic social and scientific networ? to enric. users scientificall* and sociall*. Keywords8 Networ?& Social co,,unication& Electronic sites& 4logs& Electronic learning. 1. ntroduction ).e world nowada*s faces great c.allenges in all political & econo,ic & social& and educational fields .It is descri0ed as a s,all 2illage or a uni2ersal 2illage w.ic. was launc.ed 0* ( following t.e end of t.e cold war w.ic. was rooted in all aspects and influenced & in its turn& ,ans a awareness and perceptions & and .is relations.ip wit. indi2iduals as it in flounced .is culture and .is self and national identit* &as a result of .is dail* ?nowledge of t.e ,edia ,essages carr*ing different ,odels of uni2ersal cultures and creating a ?ind of clas. 0etween is inter- national and local & wit. acco,panies of t.e feeling of an@iet* and confusion resulting fro, econo,ic& social and cultural insta0ilit* (A.arai0e.& 2''2 . Education& regardless of its le2el& .as o0tained t.e greatest s.are in respect. Alo0aliBation .as entered all educational institutions wit.out li,its or restrictions tec.nolog* .as in2aded all different .u,an acti2ities. It .as 0eco,e part of t.e new educational s*ste,s and .as ta?en its natural place in educational curricula. In case &t.e content of education .as 0eco,e co2ered wit. t.e pattern of c.ange& no2elt* and 5uantitati2e and 5ualitati2e de2elop,ent for its essential i,portance in t.e li2es of peoples and countries 0ecause educational institutions s.oulder 0ig responsi0ilities related to t.e states econo,ic plans and .u,an de2elop,ent ai,ing at t.e ac.ie2e,ent of le2els of econo,ic& social and food progress w.ose positi2e effects are reflected on t.e great ,aCorit* of people and to ,aintain t.e societies a0ilit* to ?eep up wit. t.e rapid c.anges in all aspects of lift ( )o6ei,a& 2''' . ).e )welft. ,eeting of t.e +ra0ic networ? for t.e ,anage,ent and (e2elop,ent of .u,an resources w.ic.


Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.21& 2'13

was .eld in #,an in 2''% reco,,ended t.e need for spreading awareness for t.e i,portance of t.e role of electronic learning in t.e +ra0 world. It stated t.e i,portance of t.e application of re,ote learning in t.e processes of learning and training w.ic. increases indi2idual6s co,petence and efficienc* and ends t.e 0arriers of ti,e and place. t.e report also e,p.asiBed t.e necessit* for t.e preparation and re.a0ilitation of people w.o de2elop electronic learning progra,s t.roug. t.e care of specialists in +ra0ic depart,ents to pro2ide necessar* e5uip,ent to carr* out electronic learning progra,s li?e t.e (E-learnit* institution in Europe in 1DDE.It is an institution ta?e care of electronic learning and spreads it in all European countries (Fuad& 2''5 . ).e use of tec.nolog* in reinforces t.e ,et.ods of educational co,,unication opportunit* 0eco,es a2aila0le for participation& listening and e@plaining to create t.e learners 0alanced growt. in different cogniti2e s?illful and affecti2e do,ains and to create t.e anal*tical s?ills w.ic. t.e perfor,s t.roug. researc. & training and assess,ent to ac.ie2e t.e desired ai,( -aw?ins and 3ollins&1DD5 . 4ased on .as alread* 0een ,entioned& t.e educational issue .as entered t.e doors of t.e fourt. re2olution& na,el*& t.e re2olution of co,,unications and infor,ation tec.nolog*. ).is was preceded 0* t.eir re2olutions stated 0* +,erican 3arnegie institution report. ).e first re2olution .appened w.en writing was in2entedG ).e second w.en t.e te@t0oo? was used in following t.e in2ention of printing G t.e t.ird w.en t.e s*ste, of general education was used and t.e fourt. re2olution can contri0ute to t.e ac.ie2e,ent of ai,s t.roug. t.e use and e,plo*,ent of tec.nolog* & electronic and social co,,unication networ?s for t.e possi0ilit* of an* piece of infor,ation and its a0ilit* to de2elop t.e indi2iduals s?ills and satisf* t.eir needs. ).e spread process of social networ?s& 2ia wire and wireless tec.ni5ues& represented in cell p.ones & co,puters and t.e internet and progra,s and ,ulti,edia related to t.e instructional process a,ong t.e students of uni2ersities and sc.ools & is considered one of t.e ,ost successful ,eans to create suc. ric. en2iron,ents and educational s*ste,s full of learning and resources & training & growt. and self- de2elop,ent in a wa* acco, students& needs and interests & reinforces t.eir ,oti2ation on one part and ser2es t.e process and pro,otes its outputs on t.e (+li& 2'1' . Social co,,unication networ?s are of t.e ,ost i,portant ,ass ,edia w.ic. .a2e recentl* increased and people .a2e adopted t.e, in t.e w.ole world in general and in +ra0ic societies specificall*. ).e* .a2e pla*ed influential political& econo,ic social rolesG t.eir influence .as e@tended to t.e field of education in a wa* e@pert of education assured t.e* .a2e added a part of .u,an identit* t.roug. t.e participation and interaction of t.e .u,an co,ponent in t.e process& t.e tact w.ic. .as increased t.e desire for learning ( +0dal.afeB& 2'12 . Social networ?s .a2e 0een ,ade for t.e user in t.e first place and t.e trut. s.ould 0e stated is t.e user is t.e one w.o directs t.e,. If .e does well& t.e* will do and 2ice 2ersa. ).eir fa,e and popularit* is not courted to* t.e nu,0er of users & 0ut in t.e ,anner of t.eir use & e,plo*,ent and outco,es of t.eir users & t.e networ?s .a2e 0eco,e a social & practical and learning personalit* & t.e* .a2e 0een used in realit* 0* co,panies & indi2iduals and institution in differ cat tas?s as wa*s of pu0lication & co,,unication and interaction . !. Problem of the study Scientific progress and current tec.nological de2elop,ent .a2e 0roug.t t.e world into t.e age of rapid connection and co,,unication in w.ic. co,,unication ,eans .a2e 0een ,o2ing a,ong indi2iduals& carried 0* .and and put in a poc?et for t.eir s,all siBe. t.eir use .as 0eco,e accessi0le at an* ti,e and e2er*w.ere .porta0le de2ices including cell p.ones wit. t.eir de2eloped wireless& +udi and 2isual tec.ni5ues .a2e occupied t.e first place in t.ese ,eans w.ic. .a2e rapidl* and widel* spread regardless of t.e age & se@ or econo,ic standard of t.e learner to t.e degree t.e nu,0er of cell p.ones in so,e countries outnu,0er t.e indi2iduals in t.e, (+l-S.ow0alci&2''5 . ).is urged go2ern,ents in 0ot. underde2eloped and de2eloped countries to e,plo* w.ate2er new in t.e fields of education for t.e sa?e of de2eloping t.eir s*ste,s and furt.ering t.eir inputs to pro,ote t.eir functional role at t.e ser2ice of indi2iduals and societ*. t.e networ? of social co,,unication & nowada*s & e,0odies an interesting dail* topic and an interest core of .u,an t.oug.t and 0us* ,aterial for current life as a result of t.e tec.nical age we are li2ing and t.e clear concern a0out inno2ating education and de2eloping t.e ,et.ods of and instruction as 0eing t.e ,ost co,petent in using different t*pes of t.e sites of connection and co,,unication t.e fra,e of purposeful educational situations 0ased on participation and interaction for t.e creation of ric. educational en2iron,ents .).ese enric. t.e indi2iduals& re5uire,ents& satisf* t.eir needs and increase t.eir products to reac. .ig. 5ualit* educational out puts ?eep up wit. age inno2ations and ac.ie2e t.e present stage re5uire,ents ( +l- -arit.i &2''! ).erefore& stud* s.ed lig.t on t.e role of social networ?s at t.e ser2ice of education or is called learning t.roug. t.e t.ird generation a,idst t.e world witnesses in regard to rapid tec.nical c.anges and de2elop,ent in t.e world of co,,unication t.ese de2elop,ents .a2e dictated new tas?s and responsi0ilities on t.e educational real state t.ese .a2e ,ade t.e people in c.ange of education especiall* t.e and t.e


Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.21& 2'13

learner seriousl* of t.e i,portance of t.e stage under goes in order to 0e 5ualified and a0le deal wit. t.ese social networ?s wit. a .ig.l* efficient degree of ,aster* t.e learning process toward t.e c.ange 5ualitati2e and 5uantitati2e de2elop,ent. ". Study Aims# #The study seeks to achieve the following aims: - S.edding lig.t on an i,portant co,ing stage of education in general and electronic education in particular& it is t.e .*pot.etical learning or learning t.roug. social co,,unication networ?s. - ).e identification of social networ?s and t.eir ,ost well ?now t*pes. - ).e stud* dealt wit. t.e uses of social co,,unication networ?s 0* so,e countries. -).e stud* re2iewed t.e role of social networ?s in education& t.eir ad2antages and disad2antages. $. Study %uestions# The study will answer the following questions: - <.at is t.e social networ?& its concept and definitionH - <.at are t.e t*pes and ,ost fa,ous social co,,unication networ?sH are t.e international and +ra0ic e@peri,ents in t.e field of using social co,,unication networ?sH - <.at is t.e role of social co,,unication networ?s in ser2ing teac.ingH - <.at are t.e ad2antages and disad2antages of social co,,unication networ?sH &. Study m'ortance ).is stud* ac5uires its i,portance t.roug. t.e discussion a0out a new tec.nolog* is ai,ing at educational s*ste,s wit. t.eir connections and t.eir wireless de2ices in general and porta0le ones in specific to add a new learning t*pe w.ic. is t.e role of t.e networ?s of social co,,unication at t.e ser2ice of education as 0eing a for, of assu,ed learning and a crowning of t.e principles of electronic learning w.ic. .as spread in t.e world t.roug. its audio2isual cogniti2e interaction and participating ,eans 2ia intelligent and digital electronic de2ices t.e fra,e of creating a social en2iron,ent s.ould 0e >learning & constant and 2ital & free and direct & not tied 0* t.e restrictions of ti,e and place . It could eli,inate t.e culture of i,itation and classroo,s and allow t.e learner to connect and freel* ,o2e and reac. educational ,aterials and ?nowledge resources. ps*c.ologists .a2e pro2ed t.e .u,an ,ind s process of storing infor,ation is deter,ined 0* t.e recipients ps*c.ological stats .).e Aree? p.ilosop.* supported idea w.en +ristotle & in .is discussion a0out ?now ledge t.eor* & e,p.asiBed t.e necessit* for t.e co,,it,ent to t.e recreational di,ension during t.e process of in instruction . ).erefore & t.ere sites will 0e of t.e ,ost ,eans w.ic. could result in a re2olution in t.e field of education e,plo*ed in wa* confor,s wit. t.e re5uire,ents of cogniti2e and scientific address& t.e students will 0e ,ore ent.usiastic& especiall* w.en t.ings are relating to t.e use of social co,,unication networ?s in t.e lessons are considered difficult. (. Study methodolo)y# ).e will follow t.e descripti2e and anal*tical approac. in collecting 2iews& anal*Bing infor,ation& facts and concepts relating to t.e cores of t.e stud* for t.e sa?e of 0uilding an integrated ?nowledge ,atri@ w.ic. s.ows t.e pro0le,& 0ac?ground& i,portance and ai,s of t.e stud*. ).is .appens t.roug. t.e reference to ,an* studies& articles and e@a,ination of so,e international e@peri,enter t.e field of using social co,,unication net-wor?s in order to 0enefit fro, t.e presentation a0out t.e aspects relating to t.e concept of social networ?s& t.eir t*pes& role in education& t.eir ad2antages and disad2antages *. Study 'lan. The study will go through five main cores as follows: First core8 ).e concept and definition of social networ?s. Second core8 ).e t*pes of social co,,unication networ?s ).ird core8So,e international e@peri,ents in t.e field of using social net-wor?s. Fourt. core8 ).e role of social co,,unication networ?s in ser2ing education Fift. core8 ).e ad2antages and disad2antages of social co,,unication networ?s *.1 +irst core# The concept and definition of social networks. 7.1.1 The concept of social network: First and 0efore tal?ing a0out social networ?& t.e presents so,e studies and scientific e@plained and lin?ed connection ,eans and ,odern infor,ation to ,an* ,odels t.e first ,odel is represented in t.e tec.nological fact& na,el* tec.nolog* onl* .as t.e power of c.ange in social realit*. ).e opti,istic 2iew of tec.nolog* welco,e c.ange and 0elie2es it is a s*,0ol of .u,an progress and a factor of ,a?ing up for its failure in t.e field of co,pre.ensi2e de,ocratic connection s.ared 0* .u,anit* .owe2er t.e pessi,istic 2iew considers tec.nolog* as a wa* of do,inating wea? peoples and controlling t.e personal life of t.e indi2idual and disintegrating .is social relations.ips t.e second ,odel is represented in t.e social fact w.ic. i,plies social structures control t.e contents and for,s of tec.nolog* &


Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.21& 2'13

na,el* & t.e social powers own ,ass ,edia and deter,ine t.eir content& t.e t.ird ,odel is t.e infor,ational fact w.ose traces started to appear in t.e 0eginning of t.e t.ird ,illenniu,. ).e e@tent of t.e progress of countries .as no longer 0een ,easured on t.e 0asis of t.eir national product 0ut on t.e w.ole national infor,ational product t.e ,ost i,portant intellectual in regard is t.e sociologist (Scoot las. w.o was interested in t.e current c.ange in t.e age of post-no2elt*. -e pointed out t.e contradiction of post no2elt* age 0ecause it i,poses difficult life on ,an wit.out .is connection instru,ents w.ic. connect .i, wit. .is societ*. For e@a,ple & we cannot wor? wit.out an ,o0ile or a co,puter or an* tec.nical for,s of social life (Scoot las. is certain life will .a2e new c.aracteristics t.roug. t.e wor? wit. tec.nolog* t.e ,ost i,portant c.aracteristics are its ,ulti for,s and t.e increase t.e efficienc* of co,,unication ,eans( :a.ou,a& 2''7 . ).e progress t.e witnesses and its conse5uences in all of ?nowledge .as i,posed new 2aria0les in social and c.anged a lot of 0e.a2ioral patterns in it. ).e ?nowledge e@plosion .as resulted in a re2olution in intellectual& researc. and ,edia products w.ic. c.anged t.e world for, t.e age of industr* to t.e world of co,,unications and infor,ation networ?. +ll .as led to t.e spread of internet ser2ices and t.eir tec.nological applications and t.e ,o2e,ent toward t.eir e,plo*,ent in t.e process of and learning. ).is ,eans t.e internet as a ,edia ,ean .as 0eco,e an e@pression of t.e flow of ,edia content in ,ore one direction. ).e interacti2it* is considered t.e ,ost pro,inent c.aracteristic t.e internet .as pro2ided& c.aracteristic did not distinguis. 0ut t.e for,s of indi2idual co,,unication& t.e interacti2e or networ? co,,unication co,pletel* lac?ed it. Interacti2it* ,eans t.e end of t.e idea of linear co,,unication or on wa* co,,unication for, t.e sender to t.e recei2erG was t.e c.aracteristic of ,ass and cultural co,,unication 0ased on traditional co,,unication ,eans (+l-S.a,,ari& 2'12 . ).e networ? in itself is a .*pot.etical uni2ersal s*ste, w.ic. depends on electronic de2ices and protocols to transfer infor,ation and co,,unication& it is not owned 0* an* countr* or go2ern,ent& it is super2ised 0* a group of co,panies and institutions called international societ* w.ose Co0 is drawing ,easures and criteria for t.e networ?s super2ised. +n* co,puter can 0e lin?ed to t.e networ?& co,,unicationG sending and reception. ).e word ,eeting .as different ,eanings suc. as t.e gat.ering of indi2iduals or ideas. -owe2er& in stud* it will 0e dealt wit. t.roug. t.e tec.nical .*pot.etical di,ension across t.e different c.annels of co,,unication wit. distant indi2iduals and different t.oug.ts. ).erefore& t.e tern social networ? is used for t.e group of sites on worldwide wed. It ,a?es it possi0le for co,,unication and transfer of infor,ation a,ong indi2iduals in a .*pot.etical societ* en2iron,ent incorporated 0* concern or affiliation to a countr*& sc.ool or specific class in an international order (+ssa6edi&(2'12 <ed page for social networ?s offers indi2iduals a 0rief instance a0out t.e,& and allowing t.e, to c.oose t.e people w.o s.are t.e, 2iews and t.oug.ts. ).e appearance of face 0oo?& 7* space and c* world .as led to t.e attraction of a great nu,0er of internet users to 0eco,e t.e ,ost popular sites .).e ser2ices of social networ?s .a2e appeared as a ,ain constituent of t.e tec.ni5ues of second generation (0lended learning and learning 0* ,o0ile for t.e e@c.ange of infor,ation and increase of t.e a0ilit* to learn as a preparation for 0uilding electronic societies 2ia t.e internet. ).e* are incorporated 0* co,,on interest or acti2ities of one t*pe. ).e* pro2ide for t.e, t.e tools w.ic. .elp t.e, as t.e* .a2e .elped in sol2ing educational pro0le,s represented in t.e s.ortage of electronic in so,e e,otional and social aspects. ).e .u,an di,ension .as 0een added t.roug. t.e participation and interaction of t.e .u,an ele,ent in t.e process& t.e fact w.ic. led to t.e attraction of learners6 interest and t.e increase of t.eir desire for educational situations (+0del +Bi,& 2'12 . ).e role of social co,,unication networ? .as no longer 0een restricted to co,,unication wit. friends and e@c.ange of social and political de0ates and spread of 0eliefs. ).eir role .as e@ceeded w.en se2eral co,panies 0egan to e@ploit t.ese sites for co,,ercials& products ,ar?eting and t.e pu0lic co,,unication. ).e go2ern,ent .as also used t.e, for data& infor,ation and recei2ing 2iews and co,,ents fro, indi2iduals. In conte@t& IP.illip )sangI and ot.ers stated in t.eir 0oo? titled I -*0rid learningI during t.e ).ird International conference +0out -*0rid /earning .eld in 3.ina8 Pec.ein 2'1' a0out t.e i,portance of social co,,unication networ?s & especiall* I Face 0oo? I in t.e progra,s of learning and . ).ese elite representing t.e ,ost i,portant education institutions in c.ina stated IFace 0oo?I is t.e ,ost popular a,ong social co,,unication networ?s. It is a distinguis.ed fra,e could co,pensate so,e well-?nown features of in educational and uni2ersit* institutions. ).e ,e,0ers of conference stated in t.eir 0oo? t.e use of Face 0oo? in t.e ser2ice of learning can lead to a lot of 0enefits suc. as t.e a0ilit* to reac. ,ost porta0le de2ices and facilitate t.e process of distri0uting instructional ,aterials inside classroo,s as well as t.e facilitation of assess,ent process& tests conducting and e@c.ange of infor,ation a,ong pupils and students (+0dul :aBBa5& 2'12 . 7.1.2 Definition of social networks: Social networ?s appeared in t.e ,id-nineties. (3lass,, .ad t.e precedence in w.en it was esta0lis.ed in 1DD5 0* :and* canards& t.en followed 0* (Si@ (, . ).ese sites were 0ased on t.e


Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.21& 2'13

opening of personal pages for users and sending ,essages to group of friends& .owe2er& t.e* were closed as a result of t.eir in profit a0ilit* to t.eir owners . Se2eral *ears later& a lot of sites were opened w.ic. widel* spread in t.e world and .ad ,illions of users. It was clear t.ese social networ?s caused a great c.ange in t.e ,anner of co,,unication and participation a,ong indi2iduals& societies and e@c.ange of infor,ation .).e* are wed sites w.ic. pro2ide a group of indi2iduals wit. t.e possi0ilit* of participation in t.eir interests and acti2ities& for,ation of friends.ip wit. people w.o .a2e t.e sa,e attitudes. Social networ?s .a2e 0een designed as a new language of address a,ong t.e ti,e and to 0rea? t.e o0stacle of so,e indi2idual6s social isolation& 0esides t.e creation of opportunities for ?nown ledge co,,unication and ?eeping up wit. t.e .uge a,ount of infor,ation. +ccording to t.e statistics eon ducted 0* t.e +ra0ic Networ? for -u,an :ig.ts Infor,ation in 2''D concerning t.e real state. ).e internet in t.e +ra0 world & t.e nu,0er of internet users was a0out 5! ,illions & Face 0oo? users were nearl* 12 ,illion and t.e nu,0er of +ra0ic entries was a0out E''.''' . +lgasair is considered t.e ,ost countr* in w.ic. t.ere is a wide spread of ,ost countr* in w.ic. t.ere is a wide spread of internet cafes to a nu,0er of 1E.'''. in Eg*pt & t.e nu,0er of internet user is ,illions. 7oritania is t.e least countr* in t.e use of internet & 0ut t.e .ig.est nu,0er of t.e users of internet in co,parison wit. population is t.e 1nited +ra0 e,irates to reac. 5'J& and Eg*pt is t.e ,ost countr* in t.e use of *ou tu0e (-a,di& 2'1' . Social networ?s are soft ware6s w.ic. allow people to interact around an idea& topic or a specific ai,. +n* educational institution can esta0lis. its own entr* and allow its students to .a2e access to writing e@pressing t.eir stud* or sc.olastic affairs. It was stalled in #(/IS dictionar* social networ? is an electronic ser2ice w.ic. allows users to esta0lis. and organiBe t.eir own personal files as well as to co,,unicate wit. ot.ers (+/4ustnana& 1DD5 . +l>Aaree0(2''3 defines it as a ,ediu, carr*ing infor,ation 0etween connected co,puters wit. it & 0* control s*ste,s of data and special protocols and addresses. -e ,entioned is .undreds of ,illions of ,ec.anic co,puter around t.e world lin?ed to eac. <it. t.e lin?ing of .uge nu,0er of co,puters& it .as 0een possi0le to send electronic ,essage in a rapid wa* in addition to t.e e@c.ange of files and sta0le or ,o2ing picture and sounds (+l-A.a,di& 2''! . In definition& it can 0e said social networ?s are a group of indi2iduals w.o, we can call friends lin?ed in a certain wa*. *.! ,he ty'es and most famous social communication networks 7.2.1 The types of social network8 ).e t*pes of networ? and t.eir di2isions are united in regard to topic and ai,& 0ut t.e result at t.e end is 0ased on t.e ser2ice presented 0* a networ? or ).e following is a presentation of t.ese networ?s wit. t.eir different na,es ( +ssa6edi& 2'12 8 A- Networ?s according to interest and use8 1- Educational networ?8 interested in t.e gat.ering of students& learners and teac.ers at sc.ools and uni2ersities t.roug. 2arious sites wit. t.e ai, of t.e e@c.ange of > learning ser2ices. 2- Personal networ?s8 interested in t.e gat.ering of specific personalities and a group of friends wit. t.e ai, of ac5uaintance and friend s.ips a,ong t.e, li?e face 0oo?. 3- 3ultural networ?8 interested and specialiBed in a science or an issue or a certain topic wit. t.e ai, of gat.ering interested people& eac. according to .is specialiBation li?e li0rar* %- Professional networ?s8 interested in gat.ering of people of si,ilar trades in order to create effecti2e and training en2iron,ent li?e lin?ed in -- Networ?s according to t.e wa* of co,,unication8 1- <ritten co,,unication networ?s. 2- $ocal co,,unication networ?s. 3- $isual co,,unication networ?s. C- Networ?s according to t.e groups of people8 1- Internal social networ?ing8 t.ese networ?s consist of a group of indi2iduals in a specific or a special co,,unit* inside a co,pan* or an educational institution or organiBation t.ese are responsi0le for controlling and entering t.e site and participating in its acti2ities suc. as recording& e@c.anging 2iews and files& attending ,eetings and ta?ing part in direct de0ates and acti2ities li?e lin?ed in. 2- E@ternal social networ?ing8 t.e* are t.e networ?s w.ic. allow all t.e users of internet& 0ut t.e* .a2e 0een speciall* designed to attract t.e users of t.e networ? and allow a lot of users to participate in its acti2ities as soon as t.e user registers in t.e site and presents .i, to it& li?e face 0oo? networ?. *.!.!# The most famous (wide spread) social networks: Social networ?s are not onl* face 0oo? or twitter or *ou tu0e t.ere are ,an* networ?s w.ic. are interested in specialiBed fields as a result of 0eing not fa,ous & t.e* use +ra0ic t.e following presentation will s.ed lig.t on a group of t.ese networ?s wit. t.eir i,portance and fields 8 1- Face 0oo? is t.e 0iggest social networ? in regard to applications and nu,0er of ,e,0ers it is a site .elps to for, relations.ips 0etween users and .elp t.e, to e@c.ange infor,ation personal p.otograp.s & 2ideos and co,,ents all .appens in a .*pot.etical world w.ic. o2erco,es t.e o0stacle of ti,e and place( +0dul :aBBa5& 2'11 . 2- 7* space8 in spite of t.e fact it is older face 0oo?& it .as 0eco,e second in t.e nu,0er of ,e,0ers and it includes a page can 0e ,odified as re5uired.


Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.21& 2'13

3- )witter8 it is a social networ? for 0rief news and *ou can follow t.e ,icro 0logs of t.e ,e,0ers *ou tr* to follow up. %- <e 0logs8 it is a personal site on t.e internet on w.ic. a person writes .is 2iews and attitudes a0out 2arious issues t.ese 0logs .a2e a date and put in order t.e* are self organiBed w.ic. .elp indi2iduals to interact t.roug. participation and learning 2ia t.e e@c.ange of ideas and infor,ation& 0esides sol2ing social and political pro0le,s t.e following are e@a,ples of t.e sites w.ic. allow t.e of free 0logs (7ansor& 2''D 8 .ttp8KKwww.,8 4loggrs. .ttp8KKwww.,a?,8 ,a?too0,8wordpress. 5- 9ou tu0e8 it is t.e 0iggest social networ? for 2ideo own line E- 7et cafe8 t.e difference 0etween it and t.e *ou tu0e is t.e e@istence of a special progra, of t.e site allows *ou 2ia it to down load an* 2ideo i,,ediatel* in an* categor* or an* countr* *ou want 7- $ie,o8 *ou can find a lot of 2ideos in it & 0ut t.e* are inaccessi0le for recording !- I?0is8 it is one of t.e strongest +ra0ic specialiBed sites as a social networ? for 2ideos w.ic. includes a lot of creati2e ,e,0ers. D- (e2iant art8 t.e 0iggest site for arts lo2ers t.e* are traditional or digital (drawing& sculpture& p.otograp.*& design& propaganda . 1'- /in?ed in8 on of t.e ,ost fa,ous special social networ?s of 0usiness people and wor?ers in an* sector eac. person t.ere .as .is own specialiBation and wor? t.roug. it& *ou can identif* an* person in *our field. 11- Flic?r8 it is for p.otograp.* lo2ers presented 0* *a.oo. 12- 4logger catalog8 it is a social networ? for 0loggers t.roug. w.ic. *ou can put *our 0logging in t.e guide e@isting in t.e site and identif* 0loggers in t.e sa,e field of *our 0logging. 13- Aood reads 8 it is one of t.e ,ost 0eautiful specialiBed social networ?s for people w.o li?e reading t.ere are a lot of t.ese &0ut reads .as a 0ig nu,0er of +ra0ic 0oo?s and t.e nu,0er of its ,e,0ers in t.e +ra0 world is 0igger an* *ou can participate and loo? for t.e 0oo?s *ou .a2e read to add to *our list and put t.e 0oo?s *ou intend to read in *our list in order not to forget t.e, & 0esides 2iewing no,ination of *our friends or no,inations of t.e site itself (t.e site includes 0oo?s in all languages . 1%- 7awalee8 it is t.e 0iggest social site for lo2ers of ,usic and +ra0ic songs 15- <a*n8 it is a social networ? for people w.o lo2e tra2el. 1E- )agged& Friend star& we ga,e& :apto& Aa,er (ana8 t.e* are social networ?s for people w.o lo2e ga,es. 17- I,d08 t.e* are specialiBed social networ?s for ,o2ie watc.ers and lo2ers. 1!- El cine,a8 specialiBed in t.e date of +ra0ic ,o2ies. 1D- ).ere is a group of networ?s suc. as Pinterest& 7ultipl*& Ning& -i5& #r?ut *." Some international e.'eriments in the field of usin) social networks It appears fro, t.e a0o2e ,entioned presentation so,e countries started to use social co,,unication networ?s as an i,portant wa* of .+s a result of t.e difficult* of dealing wit. all t.ese international e@peri,ents in field& t.e following ones will 0e referred to ( +0dal.afeB& 2'12 The merican e!periment# It is currentl* applied in ,an* pu0lic and pri2ate sc.ools and institutes it is widel* practiced 0* teac.ers and students a recent stud* was conducted 0* a group of in 7innesota uni2ersit* w.ic. s.owed 77J of all students enter co,,unication networ?s wit. t.e ai, of learning& de2eloping s?ills and 0eing open to new 2iews according to t.e data gat.ered in t.e last si@ ,ont.s for students 0etween 1E and 1! *ears & it was re2ealed t.e students w.o use social networ?s sites de2eloped t.eir s?ills and creati2it* in a good wa*. 3.ristine Jrin.o & a in t.e stud* & pointed out including .elped curricula in social networ?s .elped sc.ools to 0eco,e ,ore i,portant and purposeful to students t.e teac.ers 0eca,e a0le to increase students in2ol2e,ent in education & tec.nological co,petence & reinforce t.e spirit of cooperation in classroo,s and 0uild up 0etter co,,unication s?ills . s.e added is not Cust in 0lending *our own tec.nolog* & 0ut in creating ,ore spreading and i,portant tas?s w.ic. will lead to t.e de2elop,ent of critical & pro0le, sol2ing and t.e capa0ilit* for students international participation. The "hinese #!periment8 + lot of sc.ools in 3.inese regions and areas .a2e used social co,,unication networ?s to pro,ote t.e relations.ip 0etween t.e and t.e learner. Studies pro2ed t.e efficienc* of e@peri,ent. :angow*e -ang stated t.e e@peri,ent 0ro?e t.e routine of instruction and t.e student 0eca,e ,ore creati2e. Si,on tc.*ang added in .is 0oo? recentl* pu0lis.ed under t.e title (.*0rid ) t.ese networ?s .a2e a great a0ilit* to con2e* infor,ation to t.e ,ind of t.e recipient easil* and spontaneousl*. -e called all educational institution for t.e e@pansion in e@peri,ent and scrutiniBing in its ps*c.ological and practical aspects can re,o2e t.e feeling of alienation w.ic. so,e students ,a* .a2e inside classroo,s. ).is will .elp to o2erco,e t.e o0stacles w.ic. so,eti,es separate students fro, t.e educational institutions to w.ic. t.e* 0elong. 7eanw.ile& we do not call for an ulti,ate negligence of t.e for,al nature of t.e course of classes. ).is .appens in a 0alanced wa* w.ic. ensures sta0ilit* inside educational institutions. ).e e@pert in ,odern education& P.ilip )sang& stated gradation in t.e use of social co,,unication networ?s t.e & 3.inese


Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.21& 2'13

educational planning can ac.ie2e ,ore 0enefit to students. It pro2ides t.e principle of ,oti2ation and desire and ensure& getting t.e, to a greater a,ount of ent.usias, especiall* w.en t.ings are related to lessons so,e people consider as co,plicated. +n e@a,ple of t.e, is t.e lessons (classes of learning foreign languages w.ic. 0asicall* depend on openness& d dialog and .ar,on* wit. t.e sc.olastic en2iron,ent. *.$ ,he role of social communication networks in servin) education 1- ).e role pla*ed 0* social networ?s in t.e de2elop,ent of electronic .appens t.roug. t.e addition of social di,ension to and ,a?ing it possi0le for all participating sides in t.e ,atri@ of education& starting fro, t.e sc.ool principal& t.e and parents and not Cust concentrating on t.e presentation of t.e s*lla0us to students. ).is increases t.e opportunities of co,,unication and contact outside t.e rang of sc.ools and 0rea?s t.e o0stacle of ti,e. 3o,,unications outside t.e ti,e of t.e stud* o2erco,e a lot of for,alities .appen inside sc.ool. in wa* & t.e indi2idual can co,,unicate wit. t.e in a wa* pro2ides t.e en2iron,ent of considering indi2idual differences . 3o,,unication also e5uips t.e student wit. s?ills suc. as discussion and e@pression of 2iews .a2e 2er* little roo, wit. in t.e walls of sc.ools in lig.t of t.e crowding of students in classroo,s and too ,an* su0Cects wit. t.e e@istence of little ti,e for discussions and de0ates. 2So,e studies pointed out t.e i,portance of using social co,,unication sites and social networ?s in order to 0enefit fro, t.eir renewed ser2ices in furt.ering t.e educational and process& t.e* e,p.asiBed it is necessar* for people wor?ing in uni2ersities and colleges to de2elop t.e tec.nological capa0ilities& offering ser2ices to students and following up continuous inno2ations in a wa* goes wit. ti,e. ).e* called reinforcing positi2e points w.ic. t.e social networ?s sites wor? for t.eir ac.ie2e,ent& reducing negati2e points and a2oiding t.eir ris?s (+/-7asree& 2'12 . 3- +/- (e0iee (2'12 in .is researc. called for t.e e,plo*,ent of social co,,unication sites in education t.e social co,,unication sites started pare t.eir wa* to classroo,s and a lot of people of education see? to 0enefit fro, t.ose ,ediu, in ac.ie2ing t.eir educational ai,s 0ecause t.e acti2ities of social networ?s .elp to concentrate on researc. & collecting data and co,,unicating wit. e@perts & stating electronic 0logs can 0e used to sti,ulate discussions constructi2e dialogs & fa,ous e@perts and professional de2elop,ent & 0enefit and ,utual co-operation in electronic ?nowledge sites. ).e researc. stated ,icro 0logs are t.e ,ost recent social co,,unication sites w.ic. go inside classroo, 0ut ItwitterI is t.e ,ost i,portant and recent in t.e world of social ,ediu,s 0ecause a lot of people of education allow t.eir students to use it in order to co,,unicate wit. e@perts for t.e purposes of researc. and its use as a source of infor,ation a0out e2ents and social in2estigation and a networ? for lin?ing and co,,unication 0etween colleagues. ).e researc. ,entioned t.e use of ItwitterI in instructional s*ste,s around t.e world .as 0een increasing and t.e past two *ears witnessed a great nu,0er in international educational a0out topic and its ,anner of use in classroo,- (+0u (ora& 2'12 . %- ).e use of social networ?s .elps in acti2ating t.e learner6s s?ills& pro2ides an opportunit* for learning pro,otes t.eir a0ilities and sti,ulate& creati2e wit. different wa*s 0ecause co,,unication and interacti2it* .appen 0etween educated people fro, different educational en2iron,ents. 5- ).e use of social networ?s in deepens participation& co,,unication and interacti2it* wit. people& learning effecti2e co,,unication ,et.ods. It also ,a?es t.e learner positi2e and .as a role in dialogue. E- ).e use of social networ?s in ena0les t.e learners to .a2e a strong aid and it also pro,otes t.e educational ,et.ods of learning. ).e learning process re5uires cooperati2e en2iron,ent in w.ic. t.e learner 0eco,es a core of leaning process. 7-).e use of social networ?s in pro2ides an a,ount of a,use,ent to learners and is for a specific learning ai, of t.e !-).e use of social networ?s in .as opened and produced a new language 0etween users wit. t.eir different language. D- 3.allenge participation w.ic. ena0les t.e to let students participate in t.e i,ple,entation of proCects relating to t.eir educational intuitions wit. t.e ai, of ,easuring t.eir talents and t.eir capa0ilities and t.e e@tent of t.eir self ;trust. 1'-3ontri0ution in t.e transfer of fro, t.e stage of co,petition to of integration 0* as?ing all learners to ta?e part in dialogue and gat.ering infor,ation. 11- Pro2iding learners wit. a,0ition 0* encouraging t.e, to esta0lis. and design new applications on co,,unication networ?s w.ic. .elp t.e instructional ,aterial and spread t.e, for t.e learners to 0enefit fro, t.en .7an* students present t.eir practical applications to eac. li?e t.ose of international sc.ools and institutes w.o for, groups on sites. 12-).e ,ost i,portant social networ?s w.ic. .a2e pro2ed t.eir efficienc* in t.e process are t.e following (+l-7u.*a& 2''D 8 Second life& #r?ut& Ning & Face 0oo? & ) Englis. *.& Advanta)es of Social Networks 7.$.1 The following are advantages of social networks8 %irst: &eneral uses: 1-Social co,,unication networ?s (new ,edia nowada*s .a2e 0eco,e t.e ,ost influencing on indi2iduals& t.e ,ost dangerous on go2ern,ents and of an effect on efficienc* .as not 0een i,agined 0* t.e anal*sts and e@perts of ,edia and co,,unication. ).e* .a2e e@celled a lot of satellite stations in li2e trans,ission of e2ents and incidents w.ic. t.e *oung people of t.e new electronic generation .a2e


Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.21& 2'13

recei2ed in a ,edia race wit. satellite c.annels. ).ose networ?s cancelled geograp.ical 0arriers and international 0orders in a wa* co,,unication wit. an* area or indi2idual 0eca,e si,ple and eas* ).is .as .ad t.e great effect on ,a?ing t.e culture of c.ange 0* influential people of t.e users of t.e internet as it .appened in t.e last +ra0 re2olutions w.ic. electronicall* started to 0eco,e a *oung popular re2olution in t.e real state as a result of t.e eas* use of electronic sites w.ic. contri0uted to t.e increase of t.eir users. Statistics s.owed t.e nu,0er of acti2e participants in 2'12 was ,ore 7'' ,illions. ).e nu,0ers of users in t.e 1S+ alone was ,ore 157 ,illions in 2'12. ).e users of Face 0oo? in t.e 7iddle East was ,ore it ,illions in 2'11 and ,ost of t.e, were less t.irt* *ears old (+0u (ora& 2'12 . 2- Interacti2it*8 ).e indi2idual in it is a recei2er and a render in t.e sa,e wa* as .e is a writer and a participant t.e* cancel t.e 0ad negati2e wa* in t.e old ,edia tele2ision and paper newspapers and pro2ide a space for effecti2e participation t.e part of t.e 2iewer and t.e reader (+l -+g.a& 2'1' . 3- $ariet* and ,ultiuse8 t.e* are as a ,eans of co,,unication 0etween different sectors of social& eac. according to specialiBation and ai,s. ).e* are used 0* t.e student& t.e t.e sc.olar& t.e politician& t.e econo,ist and t.e trader to e@c.ange co,,unication 0etween t.e people concerned. %- Eas* use8 social networ?s are used for s*,0ols and pictures w.ic. facilitate t.e process of contact co,,unication and interacti2it* 0esides letters and si,ple language. 5- Sa2ing effort and ,one*8 t.e* sa2e effort& ti,e and ,one* in lig.t of participation and registration. ).e ordinar* indi2idual can .a2e a space on t.e social co,,unication networ? in a wa* t.e* are confined to people wit. ,one* or a group 'econd: special uses: Personal uses8 t.e* are ,ost co,,on uses8 t.e first spar? of social networ?s ,ig.t .a2e 0een for personal co,,unication 0etween friends in a certain area or certain co,,unit*. ).is ai, .as 0een e@isted in spite of t.e de2elop,ent of social networ?s at t.e le2el of ser2ices& de2ices or soft wares and t.eir co,ing out of t.e 0orders of t.e countr* to a wider space in world. t.roug. special social networ?s & infor,ation & special files & pictures and 2ideo parts can 0e e@c.anged & in addition to t.eir 0eing a wide space for ac5uaintance & friend s.ip and creation of a cli,ate of a co,,unit* c.aracteriBed 0* unit* of t.oug.ts and desires e2en if t.eir ages & places and 5ualifications are different Third: &overnmental uses8 + lot of go2ern,ental depart,ents started to follow t.e ,et.od of co,,unicating wit. pu0lic t.roug. t.e sites of social co,,unication wit. t.e ai, of ,easuring de2eloping t.eir go2ern,ental ser2ices electronic go2ern,ent and ?eeping up wit. ,odern de2ices. )ec.nical co,,unication wit. pu0lic .as 0eco,e one of t.e tas?s of go2ern,ental depart,ents and t.eir offered ser2ices. ).is ser2ice is c.aracteriBed 0* low cost& direct access to t.e first user and direct feed0ac? in a wa* faults are a2oided and distinguis.ed ser2ice is o0tained social networ?s can 0e used for appoint,ents reser2ation and confir,ation & spreading infor,ation and procedures & i,,ediate co,,unication wit. t.e 0oss and presentation of notices and suggestions %ourth: (ews uses: Social networ?s .a2e 0eco,e an original source of news for a lot of t.eir users. ).is news is c.aracteriBed 0* 0eing for, its first source and a free indi2idual for,ation in order to 0e used in different area of politics and propaganda. Social 0logs .a2e 0een c.aracteriBed 0* attracting people interested in news and specialiBed news sites. %ifth: calling uses: Social networ?s .a2e opened t.e door for co,,unication and call wit. people fro, t.e sectors of societ* wit. t.eir different languages& races and countries a lot of callers and people .a2e opened t.eir special pages and ric. sites. It is a positi2e transfer for international co,,unication in lig.t of official ,edia 0loc?ing in a lot of countries. ).e call t.roug. social networ?s is c.aracteriBed 0* 0eing international& spontaneous& continuous wit. a 0rea? of t.e o0stacles of place and ti,e& eas* use and co,,unication and sa2ing effort and cost. 7.$.2 Disadvantages of social networks 8 In spite of t.e good points of social networ?s& t.ere are so,e 2iews w.ic. stand against t.e use and 0lending of so,e sites of social networ?s in 0ecause of t.e following81).e* are 0ased on une5ual opportunities w.ic. lead to furt.ering classes in ).e* ,a?e t.e learners ,ec.anical so,e learners ,a* face a difficult* in e@pressing t.eir opinions in writing and prefer to deal wit. t.e, orall* face to face 0ecause t.e* .a2e 0een accusto,ed to . 7oreo2er& dealing wit. social networ?s lac?s direct e@periences s.ould 0e ac5uired 0* learners. 3- ).e connection of t.e learner wit. t*pe of interacti2it* and co,,unication will increase in a wa* leads to autis, and addiction to t.e co,puter as well as t.e in a0ilit* of learners to co,,unicate wit. t.eir relati2es.%- ).eir use ,a* i,pl* t.e 2iolation of pri2ate and pu0lic rig.ts of so,e students personal files & Aer,an 7inister for t.e protection of consu,ers & Elsa +gneur stated t.e Aer,an go2ern,ent is also in a 0ig trou0le against face 0oo? and Aoogle a0out issues relating to pri2ac* 0ecause Aer,an laws protect it ,ore t.e agree,ents of social networ?s and t.ere are calls in Aer,an* for 0o*cotting face 0oo? and ot.ers 0* ci2il societ* co,,ittees tr*ing to protect t.e consu,ers rig.t( +l >+g.a& 2'1' . 5- ).e spread of destructi2e t.oug.ts& forger* and corrupted groups. ).e +,erican president& 4ar? #0a,a e@pressed .is worr* a0out face 0oo? in particular during a ,eeting wit. t.e students of wi?i field sc.ool in $irginia. 3.ina also reacted 0* 0loc?ing face 0oo?& twitter and *ou tu0e sites and used filters


Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.21& 2'13

against foreign sites wit. a content opposing t.e t.oug.ts of co,,unist part* in c.ina it cancelled t.e searc. dri2e Aoogle and ).e searc. dri2e 4aide replaced it (-a,di& 2'1' . E- So,e ,aterial s.ows& ).e +,erican 7inistr* of Justice& in a stud*& stated t.e trade of indecenc* and, .as a capital of eig.t ,illiard dollars and .as strong ties wit. organiBed cri,e. ).is indecenc* trade includes different ,eans suc. as 0oo?s 7agaBines& 2ideos& satellite c.annels and t.e internet. ).e statistics of +,erican F4I stated t.e indecenc* trade is t.e t.ird 0iggest inco,e source for organiBed cri,e after drugs and ga,0ling (+/ 2'12 . /. Conclusion and recommendation 3urrent c.allenges confir, t.e i,portance of e,plo*ing ,odern scientific inno2ations in t.e acti2ities of and learning in order to ,eet t.e unprecedented flow of infor,ation w.ic. constituted t.e societ* of ?nowledge. ).ere .a2e 0een a connection and integration in ser2ices 0etween tec.nolog* & infor,ation connection and ,edia t.e co,ing stage & as predicted 0* a lot of people & will witness new t*pes of different aspects of life in w.ic. t.e internet and its instru,ents & including social co,,unication sites & pla* an essential role learning and will not 0e isolated fro, t.ese de2elop,ents . in all cases & t.e positi2e use of t.ese sites ,a* contri0ute to furt.ering a lot of positi2e points ta?ing into account t.e following 81 - ).e societ* undergoes a state of new and continuous c.anges& especiall* in t.e field of co,,unications and internet w.ic. spread in t.e w.ole world and eli,inated t.e 0arriers of place and ti,e. 2- 9oung people are t.e ,ost i,portant core in societ* w.ic. undergoes an i,portance stage w.ic. is o2erw.el,ed 0* a lot of needs at t.e top of w.ic. is t.e process of contact and co,,unication in societ*. 3- 7an is socia0le 0* nature and cannot li2e isolated fro, people and societ*.%- ).e new .*pot.etical societ* witnesses participation fro, in2estigators& researc.ers and people of education.5- ).e world& in general and +ra0ic societ*& in particular& nowada*s li2es t.e post face 0oo? ti,e. E- ).e nu,0er of social networ?s 2isitors and participants is increasing and t.e face 0oo? is one of t.e ,ost i,portant sites in ,an* countries of t.e world not onl* in regard to population 0ut in regard to t.e nu,0er of participants. Finall* 0efore tide of infor,ation its 2arious sites and its present and future i,pacts & especiall* in educational and fields & go2ern,ents s.ould pass legislations for t.ose sites in order to protect t.eir citiBens fro, t.e ris?s and negati2e points of t.ose social networ?s . ).e co,,unities of 0usiness and co,panies .a2e t.eir own responsi0ilities of finding solutions suc. as t.e use of. Searc. dri2es and +ra0ic scientific social networ?s s.ould 0e ,ore specialiBed to enric. users at scientific and social le2els. 0. 1eferences 1- +0dal.afeB& -osni. (2'12 & Education 2ia social networ?ing 2- +0dul :aBBa5& +0dul :aBBa5. (2'12 Social networking in education, +2aila0le,K2'12K'30log-post;1'..t,l 3- +0dul :aBa5& +0ra.a, Entesar& (2'11 . New Media - The evolution of performance and functionality means, 1ni2ersit* -ouse8 1ni2ersit* of Ira5. %- +0u (ora& 7a.,oud Ja,al. (2'12 & ses F! among university students from "ra# and $estern (co,parati2e stud* & ).e first foru, for students and t.e ,edia in Saudi uni2ersities. 5-+l -+g.a& Es,aiel . (2'1' & Misuse of the %nternet and mo#ile technology and their role in &uvenile delinquency 'ulf (ooperation (ouncil (A33 & P.( - Naif +ra0 1ni2ersit* for Securit* Sciences. E- +/- 4ustnana 7a.,oud. (1DD5 & %slam and sociology& 4eirut8 Isla,ic :esearc. +cade,* for Studies and 1. 7 > +/ de0iee& 7u.a,,ad. (2'12 & )mploy social networking sites in education& +rar Foundation& culture and literature. !- +/ +0dulla.. (2'12 & *ornographic we#sites on the %nternet and its impact on the individual and society& p !. D- +/ garea0& (2''3 & " general idea of the internet& ).e +ra0 3enter for Educational :esearc.& Edition 1 1'-+l-A.a,di& +0dulla. 0in +.,ed. (2''! & The frequency of adolescents on %nternet cafes and its relationship to some psychological pro#lems among a sample of high school students in Makkah& 7+& 1,, +l-Mura 1ni2ersit*. 11 - +l--art.*& 7o.a,ed 4en +ttia. (2''! . Mo#ile learning, research conducted at the niversity of +ing Saud, Nsc.erfa t.e +l :i*ad. newspaper on 2'K1K2''! 12-+li& +.,ed +0dulla.. & 2'1' . ,istance learning& 3airo8 (ar 0oo? tal? 13 > +/ ,asree& Nai,& (2'12 & (alling for investment of social networking sites to promote education& Safaa8 ).e Palestinian press agenc* 1%- +l-7u.*a & 0in 9a.*a & +0dulla.& (2''D . The effect of using the second generation of e-learning on the skills of cooperative education at Teachers (ollege in "#ha& P.( - 1,, +l-Mura 1ni2ersit* K Saudi +ra0ia. 15- +l-S.a,,ari& +.,ed 0in Sulai,an. (2'12-, The %nteractive tools in electronic &ournalism.).e first foru,


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for students and t.e ,edia in Saudi uni2ersities. 1E- +ssa6edi& Sultan 7isfer. (2'12 Social networking risk or chance, 7+&+2aila0le at8 .ttp8KKwww.alu?a..netKSpotlig.tK'K%'%'2 N i@BB2-7"rO'/" 17-Foud +.(2''5 ./earning )gyt& +2aila0le 8 (www.E-learningEg*, 1!- A.arai0e.& 7aBen.& (2''2 . Alo0aliBation and 3ulture& 4asic approac.es2 " series of 0umanities and Social Sciences& 1! (2 & E15& 9ar,ou? 1ni2ersit*& Jordan. 1D--a,di& :ana 7a.fouB. (2'1' & ).e ris? of social networ?& )-/earning 1ournal& p E 2'- -aw?ins Jan and 3ollins +llan& (1DD5 P(esign e@peri,ents for infusing )ec.nolog* in.& )ducational Technology &$o. 32& N. 1D& p.EE 21- 7ansour, E+. (2''D . Electronic 4logs& 1ournal of %nformation Studiesn N5 22-:a.ou,a& +li 7o.a,ed. (2''7 The %nternet and system techno - social& 4eirut8 3enter for +ra0 1nit* Studies& p 75. 23 - )o6ei,a& +.,ed :us.die. (2''' . 'lo#ali2ation and the general education curriculum, 3airo8 <orld of t.e 0oo?s. ,he end +fter discussing t.e stud* 0ac?ground& i,portance& pro0le,& ai,s and 5uestion& t.e stud* will 0e in t.e following fi2e ,ain cores8 First core8 4lended learning and electronic Second core8 4lended learning ,atri@. ).ird core8 ).e ,odels of 0lended learning and its success factors. Fort. core8 (esigning t.e progra, of 0lended learning progra,. Fift. core8 +d2antages and disad2antages of 0lended learning. /.1 -lended learnin) and electronic teachin) ).1.1 *lended learning: it is a t*pe of electronic learning .as carried different na,es w.ic. i,pl* t.e sa,e na,e in educational circles. It .as its ,et.od and wa* of and .as 0een applied in so,e studies. Se2eral definitions .a2e 0een co,,on for t*pe of learning reflecting t.e researc.ers6 2iews and t.eir interest in t.e t*pes of electronic learning& t.e following are of t.ese definitions8 QIt is t.e restructuring and refor,ation of content 0* depending on t.e t.eories of learning and co,0ining it wit. different ,odern electronic ,edia w.ic. pro2ide an interacti2e en2iron,ent for t.e learner t.e progra,s of ,anaging t.e content 0* transferring it for, t.e traditional classroo, to a wider one w.ic. is not restricted 0* ti,e or place (S.atarat& 2'1' . Q + t*pe of learning in w.ic. tradition learning and electronic learning ,eet in different wa*s to o0tain producti2it* wit. little cost (4*rne 2''% . Q ).e w.ic. uses an efficient group of 2arious assess,ent ,et.ods& wa*s and patterns w.ic. facilitate t.e learning process. It is 0ased on t.e incorporation of traditional ,et.ods& in w.ic. t.e students ,eet face-to-face and electronic learning (+le?s 2''% . Q +n integrati2e s*ste, w.ic. ai,s at .elping t.e learner t.roug. eac. stage of learning and is 0ased on t.e incorporation 0etween traditional learning and electronic learning in different for,s inside t.e classroo, (O.a,eess & 2''3 . Q It is a t*pe of learning w.ic. co,0ines connected ,odels t.roug. t.e internet and disconnected ones occur in traditional classes (-ar2e*s 2''3 . It is clear t.e pre2ious definition e,p.asiBed t.e fact 0lended learning is t.e use of ,odern co,,unication ,eans suc. as t.e co,puter& ,ulti,edia and t.e internet in t.e classroo, in a wa* ,et.ods are integrated and students and teac.ers interact 0* using electronic ,aterials in an indi2idual wa* or in groups& wit.out a0andoning t.e nor,al realit* and students6 presence& awa* fro, t.e li,its of ti,e and place& wit. least possi0le cost& in a wa* ena0les t.e ,anage,ent and control of t.e process and t.e ,easure,ent and e2aluation of students6 perfor,ance. ).e stud* proposes a definition of 0lended learning8 it is an unfa,iliar learning ,et.od w.ic. 0lends traditional and electronic ,et.ods t.roug. t.e e,plo*,ent of ,odern tec.ni5ues wit.out neglecting t.e nor,al realit* inside t.e classroo, for t.e sa?e of creating an o0Cecti2e ric. interacti2e en2iron,ents& not restricted 0* ti,e or place& ,eets t.e students6 needs and reinforces t.e teac.er6s position in order to en.ance e@cellent and ele2ate its outputs. ).e use of 0lended learning tec.nolog* in is not a ,odern p.eno,enon& 0ut it is .istoricall* connected wit. t.e de2elop,ent of ,an across .istor*. ).e scientific and educational e@peri,ents t.e earl* +ra0 and non+ra0 sc.olars carried out 0efore and after t.e renaissance were e@a,ples of connecting and incorporating it wit. real facts and going to nature and 0enefiting fro, it in reinforcing t.e senses of indi2iduals and satisf*ing t.eir needs. In spite of call& 0lended learning .as not entered t.e world of education in its ,odern tec.nical c.aracteristic and its intended organiBed use 0efore t.e first .alf of last centur* w.en a li,ited


Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.21& 2'13

nu,0er of western sc.ool& institutes and uni2ersities & especiall* t.e united states of +,.aric started to use and 0lend so,e audio and 2isual aids in t.e educational process .owe2er &t.e actual recognition of t.e i,portance of aids in education and t.e necessit* of incorporating t.e, in occurred after t.e second <orld <o? w.en t.e* 0eca,e an essential part in t.e educational ,atri@ in general & ).e ,ost supporting proponents of 0lended learning 3alled for ,a?ing wit.out restrictions and /i,its & respecting t.e learner s & positi2e role & freedo, and culture 0esides supporting specialiBed and strategic patters& strengt.ening t.e concept of long life coping wit. scientific de2elop,ent and progress& concentrating on ?nowledge& its disco2er*& production and e,plo*,ent in situations ,edication ,edia& i,portations is t.e lin? and partners.ip 0etween pu0lic and pri2ate sectors in order to pro2ide financial and tec.nical support necessar* for (ealing wit. tec.nolog* does not eli,inate t.e role of t.e effecti2e in t.e process. <it.out t.e no appropriate ,aterial or ,edia can 0e assigned or selected. <it.out .is ?nowledge& guidance& instructions and acti2ities& t.ere will 0e no effecti2e ).e is person w.o draws t.e ai,s& designs and de2elops progra,s& is responsi0le for i,ple,entation and assess,ent.( +/-A.a,idi&2''7 . It is wor? noticing process of 0lending 0etween different ,et.ods does not .appen rando,l*& 0ut t.roug. scientific. #rganiBation and .o,ogeneous wa*& w.ic. is controlled 0* ,an* criteria related to t.e re5uire,ents6 of t.e educational situation. So,e educated people prefer it to electronic learning for t.e following reasons8 1-Electronic learning concentrates on cogniti2e and s?illful aspects disregarding affecti2e do,ain. 2- It causes students intro2ersion in w.ic. t.ere is inter action 0etween t.e, and t.e teac.ers. 3- It faces so,e difficulties in t.e application of assess,ent ,et.ods. %- It re5uires a certain t*pe of teac.ers. 5- It lac?s social inti,ac* 0etween t.e and t.e learner. E- 7an* students still prefer t.e traditional wa* of attending lectures. ).1.2 #lectronic Teaching: So,e teac.ers 0elie2e t.eir use of t.e co,puter in t.e classroo, or entering t.e co,puter la0 or sitting in front of t.e co,puter and t.e use of t.e internet .a2e co,pletel* eli,inated electronic people electronic can 0e ac.ie2ed 0* distri0uting co,puters and ,ulti,edia to uni2ersities& sc.ools and offices. ).e co,,on 0elief is t.e ,ain field of electronic is t.e intelligent and electronic 0rains w.ic. c.aracteriBe language wit. scientific and tec.nical de2elop,ent.. #n t.e .and& t*pe of .as 0een fa,ous recentl*& in a wa* it is definitions .a2e 0een a0out it and t.e 2arious infor,ation ,edia .a2e 0een interested in it 0* re2iewing its ai,s and its role in t.e process .-owe2er& t.e real facts are far awa* fro, its realit* 0ecause electronic is an integrati2e educational ,atri@ (inputs& processes and output w.ic. includes (+0dul,aCeed2''D 8 1. -ardware8 it includes t.e infrastructure& t.e co,puter and .ig. speed internet. 2.Software8 it includes8 a learning ,anage,ent s*ste,s w.ic. depended on t.e internet w.ic. pro2ide ,anage,ent and follow-up for t.e learning in regard to .is going in or out and gi2ing .i, aut.orit* and content arrange,ent& it perfor,s t.e following processes8 registering learner6s data& sc.eduling s*lla0uses and plan& ,a?ing content accessi0le to t.e learner& tests and assess,ent co,,unication 0etween learners 2ia t.e e-,ail and co,,unication ,eans& up t.e learner6s perfor,ance and issuing reports 4-content ,anage,ent s*ste,8 it 0elongs to learning ,anage,ents s*ste, w.ic. is an ad2anced s*ste, controls content and it could 0e open or closed. 3. -u,an resources8 t.e* include s*ste, ,anager& instructional designer and a specialist. In 2arious drawings& progra,,ing& goodness control and tec.nicians of support and aid. %. /egislations and regulations8 t.e* include assess,ent ,et.ods& students6 attendance& pu0lication rig.ts& 5uotation& indi2iduals6 and infor,ation pri2ac*& acade,ic credit and degree confer,ent. In lig.t of t.e concept of electronic .as gone 0e*ond t.e use of international ,ac.ines and instru,ent and traditional and rando, ,et.ods. It is si,ilar to a co,plete re2elation 0uilt on t.e s.oulders of co,puter tec.nolog*& soft wares and co,,unication re2olution. ).is 0lending is not so, arit.,etic 0ut ,a@i,iBed capa0ilities in scientific production in regard to 5uantit*& 5ualit* and ?ind. ).is wa* e,p.asiBes t.e integrati2e 2iew of t.e electronic ,atri@ and its connection wit. s*ste, in a ,utual wa*& ai,ing at ac.ie2ing t.e aspired ai,s. <.ic. ensure t.e .ig. goodness of and t.e ele2ation of its outputs& in a wa* confor,s wit. students6 needs& indi2iduals a,0ition t.e world de2elop,ent and ?eeping up wit. international ci2iliBation and cultures. /.! ,he matri. of blended learnin)# #ne of t.e ,ost i,portant t.ings w.ic. .elp in t.e success of 0lended learning is to ,ar? sure a0out its inputs. It s.ould .a2e t.e potential of i,ple,entation& application and assess,ent in lig.t of t.e e@istence of an educated supporti2e& trained and 5ualified .u,an infrastructure& as well as a wide societal 0ase in t.e field of using t.e co,puter and t.e internet. It also re5uires a d*na,ic electronic uni2ersit* co,,unit* w.ic. includes instructors& lecturers& learners& tec.nicians& s*lla0uses& la0s& guidance and orientation& training and ).e people concerned s.ould .a2e t.e a0ilit* to grasp tec.nolog*& researc.& t.oug.t& indication& design and an effecti2e electronic connection ,atri@. ).ese inputs are t.e following8


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).2.1 ims# t.e for,ation of sound& clear and reasona0le ai,s w.ic. are appropriate for wa*s& s*lla0uses and students6 needs can 0e i,ple,ented perfor,ed& applied& ,easured and assessed in t.e appropriate place and ti,e. ).2.2+ays and methods of teachin)8 c.oosing t.e wa*s and ,et.ods of w.ic. are 2arious& purposeful& e5uipped wit. electronic and tec.nical ,eans and co-curricular acti2ities appropriates for i,ple,enting stud* content& a acco, +i,s & ,eeting students desires & stressing t.e principle of learning t.roug. practice & partners.ip & interaction &dialogue & pro0le, sol2ing and en.ancing students creati2it* & inno2ation and continuous learning. ).2.,"ontent (sylla-us)8It is t.e .eart of stud* plan 0ecause it s.ould 0e c.aracteriBed 0* inter action and in clues ai,s& ?nowledge and tec.ni5ues w.ic. t.e student studies to en ric. t.eir s?ills appropriatel*& ).erefore& s*lla0us goodness is one of t.e ,ost i,portant factors related to t.e goodness of uni2ersit* ).e following are re5uire,ents s.ould 0e a2aila0le in t.e s*lla0us for t.e sa?e of 0lended learning (+.,ed 2''7 8 - (i2ision of t.e instructional content into graded and logical units can 0e eas* to understand and ac.ie2e& on one .and ser2e indi2idual learning& on t.e - Eac. lesson s.ould contain a detailed integrati2e e@- plantation& e@ercises& 5uestions and si,ulation according to students& needs and allow a continuous student. - Eac. lesson s.ould include additional and e@ternal ?nowledge resources co,plete students6 needs. - ).e content s.ould co2er t.e sa,e content included in t.e tradition s*lla0us& and s.ould 0e in .ar,on* wit. t.e strategies of t.e and learning ,et.ods. - ).e content s.ould e,plo* all possi0le aspects of tec.nolog*. - 3apa0ilit* of s*lla0us ,odification (d*na,ics and fle@i0ilit* and 3apa0ilit* of use and re >use ).2.. /nfrastructure8 it includes p.*sical and cli,ate conditions& space& speed and t.e a0ilit* to .old co,,unication ,eans and possi0le alternati2es. ).2.$ Technical re0uirements which imply (+,as.a. 2'1' 8 - Pro2iding a sufficient nu,0er of ,odern co,puters w.ic. are supplied 0* data s.ow and internet. - Pro2iding an electronic place for eac. course. and s*ste, for electronic learning ,anage,ent. - + s*ste, for ,anaging instructional content electronic assess,ent progra,s. - Electronic sites for co,,unication and dialog guidance and orientation 0* teac.ers. - -*pot.etical and traditional classes& and e >,ail& ,essages and electronic si,ulation. ; <ee?l* ,eeting 0etween student and course super2isors ;Partners.ip and connection 0etween pu0lic and pri2ate sectors . ).2.1 2uman re0uirements (+/- .ade 2''5 . ).2.1. 1- The teacher w.o s.ould .a2e8 ; (esire to transfer fro, traditional to e ; learning ; (esire to enter .*pot.etical classes. ; +0ilit* to co,0ine traditional and electronic ; +0ilit* to deal wit. t.e internet to renew .is infor,ation and de2elop s*lla0uses. ; +0ilit* to train student to deal wit. co,puters. ; +0ilit* to deal wit. progra,s of designing s*lla0us. ; +0ilit* to design co,puter tests. ; +0ilit* to deal wit. e-,ail and e@c.ange ,essages wit. students. ; +0ilit* to sti,ulate students6 ,oti2ation and create t.e spirit of participation and interaction in t.e classroo,. ; 3o,plete understanding of students6 c.aracteristics& needs and re5uire,ents at all t.eir le2els. ; #0ser2ing eac. student6s perfor,ance. ; 1nderstanding t.e ai, of 0lended learning. ).2.1.2- The learning8 t.e centre of concern for all circu,stances of learning to perfor, tas?& t.e following s.ould 0e a2aila0le8 ; :eal desire in and 0lended learning ; Independence w.ic. ,eans co,,it,ent and persistence for t.e sa?e of electronic learning success. ; +0ilit* to participate in t.e process in order to 0e interacti2e and not Cust a recipient. ; +0ilit* of training and dealing wit. e-,ail. ; 3apa0ilit* of perception& co,plete awareness and ,ature ; 3apa0ilit* of dialogue& de0ate& o0Cecti2e criticis, and decision ta?ing. ; :especting& ,anaging and ,aintaining ti,e. ).2.1.,- "omputer la-s technicians w.o possess sufficient ?nowledge and s?ills w.ic. ,a?e t.e, 5ualified for perfor,ing t.eir tec.nical& orientation and training roles toward students according to t.e situation re5uire,ents and pro2iding all aid& and support for t.e sa?e of t.e instructional process success. /." -lendin) learnin) models and its success factors. ).,.1 *lending 3earning 4odels: 2aletan said 0lending learning .as t.e following t.ree ,odels as cited 0* (+l-A.a,idi 2''7 8 1- S?ill de2elop,ent ,odel8 it co,0ines self-learning and t.e w.o perfor,s t.e role of supporting and de2eloping ?nowledge. 2- Situation de2elop,ent ,odel8 it is awa* in w.ic. e2ents and t.eir presentation ,eans are 0lended in order to de2elop certain 0e.a2iors. 3- 3o,petence de2elop,ent ,odel8 approac. 0lends perfor,ance& its supporting instru,ents wit. t.e ,anage,ent of ?nowledge& guidance and e@perts resources for t.e sa?e of de2eloping co,petences& ac5uiring and transferring ?nowledge. Sale, (2''%


Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.21& 2'13

pointed out t.e process of 0lending is conducted in se2eral di,ensions8 a- 4lending networ? learning wit. non-networ? on. 0- Self-learning wit. co-operati2e one. c- Special preprepared content according to need and read* content. d- /earning 0* practice. (riscoll& as cited 0* +0u ,ousse& stated 0lended learning .as t.e following four ,eanings ( +0u (7oussa 2'1' 8 a- /earning 0* 0lending co,puter tec.ni5ues wit. traditional ,et.ods. 0- /earning 0* 0lending audio 2isual instructional aides and ,ac.ines wit. traditional ,et.ods and learning 0* practice. /." .2 *lending 3earning 'uccess %actors: ).e progra, starts 0* a ,eeting wit. teac.ers and students& in w.ic. t.e progra, ai,s& its plan& w.o it is i,ple,entedG e,plo*ed strategies and t.e role of eac. one in t.e success of 0lending learning are e@plained t.roug. (+/- 4u.air &7u.a,,ad 2''D 81- Effecti2e co,,unication 0etween t.e parties of t.e process.2- /earners independence in .is learning according to .is potential and capa0ilities.3- Encouraging creati2e wor?. %- E,p.asis or ?nowledge and .ow it is e,plo*ed in situation. 5- 3o-operati2e wor? in t.e for, of a tea,.E- 3ontinuous and fle@i0le c.oices.7- Students participation in c.oosing t.e appropriates s*lla0us. !- :eparation as t.e student is allowed to get t.e ,essage fro, different resources in se2eral for,s. DIts outputs s.ould 0e ,easura0le to ,a?e sure t.e* are effecti2e.1'- ).is t*pe of learning s.ould 0e appropriate for a 0ig nu,0er of people.11- +2aila0ilit* of t.e infrastructure w.ic. supports its application t.roug. t.e use of tec.nolog*.12- Its outputs en.ance . /.$ 3esi)nin) the 'ro)ram of blended learnin)# 4ased on t.e pre2iousl* ,entioned infor,ation 0lending different ,et.ods are not rando, or ,ood* 0ut occur in a scientific& organiBe and .o,ogeneous ,et.od w.ic. is controlled 0* criteria and standards related to t.e re5uire,ent of t.e situation . So& designing t.e 0lending learning progra, re5uires t.e following8 + ; (eter,ining t.e t*pe of 0lended learning progra,8 is it a transferring creati2e one w.ic. i,plies c.anging t.e e@isting progra, into a 0lended pro-gra, wit. tec.nological and electronic ,eans and instru,ents wit. t.e ai, of de2eloping and i,pro2ising it in order to en.ance its perfor,ance & or will t.ere 0e read* 0lended a progra, can 0e used H 4- (eter,ining 0lending wa*s& t*pes and ,anner .).is is 0ased on t.e following 5uestions8; <.at is t.e 0est wa* for conducting content learning in a good wa*H ; is t.e 0est wa* o guiding student learningH ; is t.e 0est wa* for pro2iding re-agree,ent& procedures and institutional li,its in 0lending learningH ).erefore& t.e designer of lessons 0ased on learning .as to i,ple,ent 0lended learning 0* depending on ( +0u 7oussa 2'1' 8 1- +nal*Bing t.e content into graded antis w.ic. include facts & concepts & generaliBations &principles and additional resources in order to ,a?e it easier for understanding& e@plaining& anal*Bing& structuring& criticiBing and assessing t.e,. 2; (eter,ining t.e wa* and ,et.od t.roug. w.ic. eac. content ite, will 0e i,ple,ented. 3; deter,ining students6 needs and recogniBing ideating t.eir interests and indi2idual differences. %- #rganiBing re5uire,ents and records to organBa t.e wor? en2iron,ent (registrations of attendance& a0sentees and lecture ti,es .ours . 5- (eter,ining unnecessar* ti,e and place circu,stances for t.e progra,. /.& Advanta)es and disadvanta)es of blended learnin). ).$.1 dvantages of -lended learning: studies and unani,ousl* agree 0lended learning .as ,an* ad2antages& <e can state was cited 0* (+0u ?.utwa. 2''D and (3.arles and ot.er2''% as follows8 1- It pro2ides ,ec.anis,s of connection and co,,unication& en.ances social and partners.ip relations.ips and increases interaction 0etween t.e parties of t.e process ( student& s*lla0us& trainer and tec.nician . 2- /ow cost and financial e@penditure in co,p-arisen wit. electronic learning. 3- /in?ing ai,s wit. results. %- Increase in t.e possi0ilit* of o0taining infor,ation 5uic?l*& freel* and fle@i0l* 0etween sites and people going 0e*ond t.e li,its of ti,e and place. 5Pro,oting t.e concepts of group and co-operati2e wor?. E- Aenerating t.e learners feeling learning occurs outside t.e four walls of classroo,. 7- 3o,0ining t.e ad2antages of electronic learning and t.ose of traditional learning wit.out an* a2ersion. !- .u,an ?nowledge and e,plo*ing it 0* using t.e ,et.ods of understanding& anal*sis& structure and en.ancing t.e goodness of process& product and teac.ers co,petence. D- Perfect use of tec.nolog* in t.e field of design& i,ple,entation and application in 0lended learning.1'- Perfect use of financial and .*pot.etical resources.11- supporting traditional wa*s t.roug. ,odern tec.nical ,edia.12- Integrating t.e for,ation and final assess,ent s*ste,s of students and teac.ers. ).$.2 *lended 3earning 5-stacles In spite of all .as 0een ,entioned a0out t.e ad2antages and 0enefits of 0lended learning& t.ere are so,eti,es so,e .u,an& financial and procedural o0stacles w.ic. .inder its application as follows8 1- ).e low le2el of e@perience and s?ill of so,e students and teac.ers w.en dealing seriousl* wit. tec.nolog* and co,puters.2- ).e low le2el of specialist6s actual participation in curricula& education and


Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.21& 2'13 in ,ar?ing co,pact electronic s*lla0uses. 3-).e difference in t.e co,petence of co,puters& t.e 2ersatilit* and capa0ilit* of co,puter nets and t.eir fast de2elop,ent fro, one generation to .inders coping up wit. t.e,. %- ).e low le2el of efficienc* of t.e s*ste, of o0ser2ation& assess,ent& correction& attendance and a0sentee of students.5- Feed0ac?& encouraging and ,ar?ing-up are so,eti,es a2aila0le. E- For so,e acade,ic stages& especial ele,entar*& and so,e curricula and s*lla0uses& especiall* t.ose de,anding practical s?ills& use of electronic is useless. 7- E,p.asis is on t.e students6 cogniti2e and s?illful do,ains t.e affecti2e ones. 0. 1ecommendation 4efore scientific progress and ?nowledge re2olution and its present and future i,pacts& especiall* in educational fields and in lig.t of .as 0een referred to in t.e students literature& t.e reco,,ends t.e following8 1- Electronic is a precious re5uire,ent for circles& 0ut its .ig. cost and its ,an* re5uire,ents pre2ent its co,plete application in t.e process& in a wa* it is possi0le to appl* one of its t*pes suc. as 0lended learning or re,ote learning or open learning.2 - :econsidering uni2ersit* progra,s& curricula and t.eir i,ple,entation strategies for t.e sa?e of coping up wit. electronic and tec.nological concepts& co,0ining t.e, wit. .ig. 5ualit* instructional wa*s& presenting t.e, to student in a wa* ac.ie2e t.e re5uire,ents of in2ention and creation and ,eet t.e need of indi2iduals and societ*. 3; 3onfir,ing t.e i,portance of 0lended learning and its possi0ilit* in t.e process as it co,0ines ,ore one ,et.od of and ,eets t.e re5uire,ents of situation.%; 3onfir,ing t.e i,portance of using tec.nolog* in wit. infor,ation tec.nolog*. 1eferences 3- "#dulma&eed, "hmad Sadeq 45667- , ,igital Stores of teaching units in the )nvironment of )lectronic /earning , researc. presented to t.e fourt. +ra0 Scientific 3onference a0out and future 3.allenges & Facult* of Education & Sow.aC uni2ersit* & 25-2E K%K2''DK& cario& Eg*pt. 2- +0u ?.utwa.& +/ >Sa**id +0dul,awla (2''D & !lended /earning and Suggested Solutions for the pro#lems of )lectronic learning& :etrie2ed & 15- ! -2'1'. 3-+0u O.utwa. & +/ >Sa**id +0dul,awla (2''D & ed . %- +0u 7oussa +.,ad 7oufeed (2'1' & "n )8ist 9ting Model on !lended /earning "N, %ts "ctivation in Teaching the Sylla#us of ,esigning "nd *roducing Teaching Software:s in the open "ra#ic niversity 5- +.,ed& +s.raf Saeed. (2''7 . T;M and indicators in higher educatioion +le@andria8 ).e new 1ni2ersit* pu0lication E- +/- 4u.air &7u.a,,ad & )a.a +ata & -assan (2''D ,)ducational (ontrols for the "pplication of )lectric /earning at )gyptian niversities & a researc. Presented to t.e t.ird +ra0 Scientific conference ( ) +nd t.e issues of current societ* & Facult* of Education & Sow.eC 1ni2ersit* & Eg*pt. 7- +le?s&J.3.ris&P.(2''% .<eflections on the use of #lended learning. The niversity of Sanford. :etrie2ed D august 2'1''%.rtf !- +/ +nsari & Eissa 4in -ussein (2''! & ).e Alo0aliBation of uni2ersit* ) in t.e +ra0 countries & Maga2ine of culture and ,evelopment & Facult* of Education & Sow.aC & ! (2E 35. D- +l-Fa?ee.&+*,an(2''D &Mo#ile Teaching ," New =ision #y wireless Techniques &$alua0le on eat.na0lus.*,Ksearc.. Foru, 1'- +/ > A.a,idi & O.adeeCa. +li (2''7 & 3o,posed ) & Maga2ine of 0uman Sciences (35 11- +/- A.a,idi O.adeeCa. +li (2''7 ed 12- +/ .ade& 7u.a,,ad.(2''5 )lectronic /earning "S a research presented to the twelfth Scientific (onference of information systems and computers technology electronic teaching and the age of +nowledge & Eg*ption Societ* of infor,ation S*ste,s and co,puters )ec.nolog*& 3airo. 13- +/- -aret.i & 7u.a,,ad 4in +ti**a. (2''! & Moving /earning , " research conducted at king "#dula2ee2 university 1%- +l-7a.di &7aCdi sala. (2''!-, 0ypothetical learning , its philosophy ,potentials ,its "pplication opportunities& +le@andria& dar al-Cadeeda.& 15- +,as.a. & 7u.a,,ad (2'1' !lended learning )lectronic& :etrie2ed 12-!-2'1' Infor,atics.go2.saKdetails.p.pHidR222 1E- +/-s.ow0a?i& waleed (2''5 The Mo#ile future>." /eap Towards the unknown&$alua0le on www.isla, 17- +/ > s.ow,ali & ?istandi (2''7 , Modern patterns in 0igher )ducation : Multimedia )lectronic Teaching & + researc. presented to t.e Si@t. conference of t.e union of faculties of arts at uni2ersities ,e,0ers in t.e union of +ra0 uni2ersities +/ > Jinan uni2ersit* &/e0enan 1!- +/-)al & Sa&eed (2'1' , The "ims of university Teaching & +/ > (ustour Newspapeer & Jordan. 1D-4*rne& (eclan.(2''%-.!lended learning training reference .co.u?. :etrie2ed 12 august 2'1'


Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.21& 2'13

2'-3.arles (.Joel /.and Pats* (..(2''% .!lended learning, center for applied researc.. Issue 7 21--ar2e*s& s. (2''3 .!uilding effective #lended learning programs. )ducational technology, v?@, 22--aw?ins& Jan and 3ollins +llan& (1DD5 P(esign e@peri,ents for infusing )ec.nolog* in to learningS )ducational Technology, =o. @5, N. 37, p.AA 23-Oe,p& Jerrold.E&(1DD5-.*lanning and producing audiovisual material& second addition Penns*l2ania c.andler co,pan*&3E 2%- O.a,eess & 7u.a,,ad +ti**a. (2''3-, Teaching Technology *roudest & 3airo & (ar +l- -i?,a.& 235. 25- Sale, & +.,ad 7u.a,,ad (2''% & Teaching technology "nd )lectronic Teaching & :i*ad. & +/ > :as.eed 4oo?s.op. 2E- S.atarat & Na*if 7a.,ou (2'1' , !lended /earning &:etrie2ed www.isla, Auther Name8 )a*seer +ndrawes Salee, 4ob Address# Ir0id 1ni2ersit* 3ollege K +l-4al5a +pplied 1ni2ersit* Place and date of birth8 +l.uson-Ir0id-Jordan& 25-!-1D55 -%ualifications 8 -P.( in Education )ec.nolog* 1DD! &+l-?asli? 1ni2ersit*& /e0anon. -7aster in Education )ec.nolog* 1D!!& 9ar,ou? 1ni2ersit*&Jordan. -(iplo,a in 7et.ods of ),ou? 1ni2ersit*&1D!5. -4.+. in Aeograp.*& 4eirut +ra0 1ni2ersit* 1D!2& /e0anon. 7anage,ent course& Aeneral 7anage,ent Institute& 9ar,ou? 1ni2ersit* 2''1. -3ourses in Englis. and 3o,puter& Ir0id 1ni2ersit* 3ollege 2''3 & 2''5 . -,eachin) and Practical e.'eriences# -+ for t.e 7inistr* of Education 1D75-1D!!. -+ at pu0lic co,,unit* colleges >7inistr* of Education 1D!!-1DD7 -Seconded to +l-4al5a +pplied 1ni2ersit* 1DD7- 2''%. -+n Instructor at +l-4al5a +pplied 1ni2ersit* in 2''% . -Pro,oted to +ssistant Professor in 2''E. -+ (ean +ssistant for students and ad,inistrati2e affairs in t.e *ears 2''1& 2''2& 2''%& 2''5.2'1'.2'11 -+ .ead of depart,ent of instructional resources and li0raries 1DDE-1DDD. -+ .ead and a ,e,0er of se2eral co,,ittees in t.e college and at uni2ersit*. -3urrentl* wor?ing as a -ead of t.e /i0raries and Infor,ation (epart,ent- Ir0id 1ni2ersit* 3ollege ,he end *. 3efinitions of 'rocedures# Q*lended learning8 I) is one of t.e for,s of t.e for,s of electronic learning w.ic. co,0ines& in its use& infor,ation and co,,unications tec.nolog* and t.e traditional ,et.ods. In a wa* t.e* 0eco,e integrati2e and interacti2e wit. students and ai,s and students 0enefits wit.out disregarding t.e realit* of t.e classroo,. 6 #lectronic learning8 ItTs a teaching > learning ,et.ods in w.ic. ,odern co,,unications ,eans& ,an* 2arious ,ulti,edia and co,puters tec.ni5ues are used in t.e in fra,e of free interacti2e practical ,atri@es a,ong t.e sides of t.e process& w.ic. is not li,ited 0* ti,e or place in order to ac.ie2e specific ai,s ser2e t.e indi2idual and societ* 5uic?l* and wit. low cost


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