Synchronous and Asynchronous Arabic Summer Programs: Pedagogical Implications

Abstract

This paper presents a successful online learning program implemented in elementary Arabic classes over three summers, exploring the pedagogical elements contributing to its success: the instructor’s role, community engagement, student involvement, and technology support in hybrid learning. Student evaluations and perceptions were used to explore what constituted an effective learning environment in a hybrid format and what teaching methods facilitated learning. The data showed that attitudes, understanding, and encouragement contributed to building relationships and trust, resulting in more confident and successful learners. Opinions about learning methods revealed that breakout rooms, speaking activities, diverse online materials, live meetings, and class structure helped students. The program’s benefits included increased enrollment and greater student diversity. Based on the findings, this study recommends adopting a hybrid teaching approach that combines synchronous and asynchronous elements, as both offer distinct pedagogical advantages.