Best Practices Use of Distance Learning Among Language Teachers

This study aimed to identify the extent of distance learning best practices among middle school Arabic language teachers and supervisors in Iraq. To achieve the study goal, the researchers used a descriptive analytical approach, with a survey tool that was designed by the authors that consisted of 49 items. The survey was divided into four domains: production of e-learning resources, Internet use, managing the e-learning implementations process, and the distance-learning evaluation process. The study sample consisted of 140 female and male teachers and five educational supervisors. The validity and reliability of the research tool was verified. The reasons why the teachers/supervisors used distance learning technology were shown in the result of this study. The results showed that the degree of use of distance learning best practice methods was very low. Among the four domains of the survey, distance learning management domain came first with a 2.12 mean value followed by the production of teaching resources domain with a 2.05 mean value. The third domain was Internet use, with a 2.04 mean value, followed by the e-learning evaluation domain process with a mean of 2.01. On the other hand, from the supervisors? point of view, the results of the study showed that the managing of the distance learning implementations process came first, with 2.11 mean value. The evaluation process was last, with a 2.04 mean value. Based on the results of this study, the researchers recommended conducting an educational training program for teachers in the field of education technology to ensure that best practice strategies are implemented in the classroom.