Abstract
In the era of a knowledge society, social media have become tools for exchanging knowledge among users. It has also become the means on which the public relies for learning. Therefore, the digital environment is considered a source for teaching and learning in the field of media education. Students can also use the digital environment to complete research and other study activities, as well as to entertain themselves. Digital learning environments are used as formal virtual classes, and their capabilities have contributed to sustainable development, especially during crises, as witnessed during the COVID-19 pandemic, when digital environments were invested and harnessed for creating virtual classrooms in the educational process at all levels, but the reliance on recording deprived learning experiences of immersion. Going digital has become an obsession for users of this digital reality, which allows for moving and interacting with multiple learning sources from different locations. The month of Ramadan witnesses increased use of digital media more than any month of the year, largely due to the influence of demand on TV drama shows and advertisements. However, there remains a gap in understanding the value and interpretation ascribed to digital content provided to users during the month of Ramadan.
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
