Use Of Educational Platforms Research Articles

DEFINING THE ROLE OF EDUCATIONAL PLATFORMS IN MATHEMATICS IN THE EFFECTIVE TRAINING OF FUTURE MATHEMATICS TEACHERS

The present study analyzes the results of a survey of teachers and students designed to identify the preferences and needs of universities in using educational platforms in mathematics to study the subject «Elementary Mathematics». The aim of the study was to determine the preferred characteristics and functionality of mathematics learning platforms that can contribute to effectivelearning and increase interest in mathematics for future mathematics teachers. To achieve this goal, questionnaires were developed, which were distributed among mathematics teachers and first-year students in the specialty «Mathematics» when teaching the subject «Elementary Mathematics» and third and fourth-year students when teaching the subject «Methods of teaching mathematics». The questionnaires included questions about preferences in using educational platforms in mathematics, the level of comfort andperception of educational material when working with technologies, preferred learning formats and expected learning outcomes. The analysis of the obtained results allowed us to identify the key principles that should be taken into account when using educational platforms in mathematics to study the subject «Elementary Mathematics» at the university. Following these principles contributes to the use of educational platforms in mathematics, and as a result, to improving the quality of mathematical education at the university and improving the learning ability of future mathematics teachers.

Importance, Popularity and Elements of Educational Platforms – A Study of the Opinions of Students from Poland, Ukraine and Kazakhstan

This article presents a comparative international research study analyzing the opinions of students from Poland, Ukraine, and Kazakhstan regarding the importance, popularity, and elements of educational platforms in the field of computer science. The study employed the Kruskal-Wallis test for statistical analysis. The research questions addressed are as follows: RQ1: What are educational platforms in general, and which specific platforms are most popular among students from Poland, Ukraine, and Kazakhstan? RQ2: Which topics are most frequently searched for on educational platforms, and what motivates students from these countries to engage in learning through educational platforms? RQ3: How do students from Poland, Ukraine, and Kazakhstan evaluate the usefulness of different types of content posted on educational platforms, and do they use various platforms to share their code? Two hypotheses are proposed: firstly, that the country of origin of the student does not significantly affect the frequency of use of educational platforms, and secondly, that the country of origin does influence the choice of courses students are interested in on educational platforms. The most popular topics on these platforms are programming and computer networks, with students from Kazakhstan also displaying a keen interest in subjects related to artificial intelligence and computer graphics. Additionally, this study analyzes the conditions of learning and teaching in specialized modules at each university, including teacher requirements, curriculums, and the potential for practical implementation of new knowledge by students. Furthermore, the study examines course elements that are most essential to students, such as video recordings of lectures, tutorials/instructional videos, practical tasks, and solutions to tasks. The article concludes with a discussion and summary of the findings.

Identification of the Variables Involved in People’s Intellectual Understanding of Outdoor Cultural and Natural Spaces with the Support of ICT

The use of educational platforms that allow dynamic learning mediated by information and communication technologies (ICT) has become a common method in different educational institutions. Thus far, these methodologies have been seen mainly within the classroom. Thus, it would be relevant to identify whether using these technologies to recognize cultural and natural exteriors allows complete learning by the users. Based on the above, the objective of this work was to identify the variables involved in people’s intellectual understanding of outdoor cultural and natural spaces with the support of ICT through a systematic literature review methodology based on PRISMA. The study found gamification to be one of the most relevant elements in the learning experience as well as the interdisciplinary approach to learning as a teaching methodology. As the main conclusion, we found that, although different technological tools have been developed for more dynamic learning experiences, the models developed for the evaluation of these tools in learning about outdoor cultural and natural spaces do not yet focus on knowledge consciousness, which still leaves open the field of research in this aspect.

Federated Learning for Data Analytics in Education

Federated learning techniques aim to train and build machine learning models based on distributed datasets across multiple devices while avoiding data leakage. The main idea is to perform training on remote devices or isolated data centers without transferring data to centralized repositories, thus mitigating privacy risks. Data analytics in education, in particular learning analytics, is a promising scenario to apply this approach to address the legal and ethical issues related to processing sensitive data. Indeed, given the nature of the data to be studied (personal data, educational outcomes, and data concerning minors), it is essential to ensure that the conduct of these studies and the publication of the results provide the necessary guarantees to protect the privacy of the individuals involved and the protection of their data. In addition, the application of quantitative techniques based on the exploitation of data on the use of educational platforms, student performance, use of devices, etc., can account for educational problems such as the determination of user profiles, personalized learning trajectories, or early dropout indicators and alerts, among others. This paper presents the application of federated learning techniques to a well-known learning analytics problem: student dropout prediction. The experiments allow us to conclude that the proposed solutions achieve comparable results from the performance point of view with the centralized versions, avoiding the concentration of all the data in a single place for training the models.

فاعلية التدريس عن بعد باستخدام المنصات التعليمية من وجهة نظر معلمي التربية الإسلامية في محافظة شمال الباطنة بسلطنة عمان The Effectiveness of Distance Teaching Using Educational Platforms from the Point of View of Islamic Education Teachers in the Governorate of North Al Batinah in the Sultanate of Oman

This study aimed to identify the effectiveness of teaching using educational platforms from the point of view of Islamic education teachers in the Sultanate of Oman. To achieve the aim of the study, the researchers adopted the descriptive approach. A questionnaire was designed using Google Forms and distributed electronically to the study sample of male and female Islamic education teachers; In its final form, after verifying its validity and stability, it consisted of (23) phrases. The study sample consisted of (348) male and female teachers of Islamic education in the second cycle of basic and post-basic education for the year 2020/2021 AD, who were selected in a simple random way with a percentage of (55.7%) of the study population. After collecting and analysing data statistically using the SPSS program, the study concluded a number of results, represented in the following: The effectiveness of using educational platforms in distance education in light of the pandemic from the point of view of Islamic education teachers is great. And there were no statistically significant differences at the level (α ≤ 0.05) in the effectiveness of using educational platforms in education according to the responses of Islamic education teachers due to gender variables (male-female). and practical experience they have. In light of the findings of the study, it recommended the continuation of the use of educational platforms in the educational process, and the design of some Islamic education lessons to be taught in the distance learning system after the end of the pandemic (Covid-19).

Edpuzzle versus Moodle: Learning Tools in Pediatric Dentistry Practice: A Study Pilot.

Fifty students filled out a questionnaire on knowledge of pulp treatments in primary dentition (Pre-Q). They were divided into two groups: one watched a video on the pulpotomy technique before preclinical practice using Moodle 3.4 (group A) and the other used Edpuzzle (group B). On the day of practice, the students resolved any doubts with the teacher. Next, they performed a pulpotomy on an artificial tooth and answered the questionnaire again (Post-Q) together with a satisfaction survey. In both groups, an increase in the number of correct answers was found in the Post-Q compared to the Pre-Q (p < 0.001), but with no significant differences between groups. The pulpotomy practice ratings were higher in group B, which used Edpuzzle (p < 0.001). In the satisfaction survey, we only found significant differences (p = 0.003) in access to the video, since 100% of the students in group A found it easy to view it through Moodle, unlike in group B. Our results suggest that the use of educational platforms specially designed for FL, such as Edpuzzle, can improve the qualifications of students in paediatric dentistry practices.

ИСПОЛЬЗОВАНИЕ ОБЛАЧНЫХ СЕРВИСОВ И ОБРАЗОВАТЕЛЬНЫХ ПЛАТФОРМ В УЧЕБНОМ ПРОЦЕССЕ ПЕДАГОГИЧЕСКОГО УНИВЕРСИТЕТА

The article analyzes the educational platforms, cloud technologies and web services most commonly used by future teachers. The opinion of prospective teachers about the opportunities provided by educational platforms, interactive learning technologies, web services for the teacher in the context of e-learning is given. The author presents the results of the survey of Altai State Pedagogical University students on the features of the use of modern educational technologies, cloud services and electronic educational content in the educational process. The article focuses on the needs of future teachers in mastering e-learning technologies, in particular, the use of educational platforms and electronic educational content in the modern digital educational environment.

Google Classroom Application in Blended Learning: Indonesian EFL Learners’ Perception

Teaching English in the 21st century means that teachers are responsible for more than just teaching the subject; they are also responsible for guiding and monitoring their students as they develop and apply the 21st century skills. At this stage, both teachers and students must adapt to new technology in order to ensure the highest possible quality of teaching and learning in an offline, online, or blended classroom. The use of educational platforms, e.g. Google Classroom, enables educators to adhere to the standards for 21st-century classroom practices. The purpose of this study is to explore EFL students' perceptions on the use of Google Classroom in blended learning. We used a survey research design with a closed-ended questionnaire. The respondents were 106 EFL students from the English Language Education Department of the State Islamic Institute of Kediri. The findings indicate that the EFL learners mainly perceived positively towards Google Classroom's attributes including its usefulness, convenience of use, ease of learning, and user satisfaction when it is used in blended learning. In summary, this research adds to the body of knowledge regarding the potential of Google Classroom in blended learning.

"Challenges of using educational platforms and suggestions to address them from the perspective of first-field students at Al Sharqiyah University, Sultanate of Oman"

The study aimed to explore the challenges of using educational platforms and proposals to address them from the point of view of the third-year students at Al-Sharqiya University. The descriptive approach was used on a sample of the third-year students at Al-Sharqiya University in the specialization of the first field, consisting of (100) students. The study tool consisted of a two-axis questionnaire to identify the challenges of Use of educational platforms and proposals to address them. The study concluded that among the main challenges of students' use of educational platforms are weak Internet networks and their lack of coverage in some places, some students not having their own computers, and the lack of technical support when needed. The results showed that among the proposals to address the challenges are the following: Strengthening internet networks in some areas and making them available for free for educational purposes, and providing personal computers for students who need them at subsidized prices and an easy payment method, in addition to providing the necessary technical support through the establishment of a special platform that includes answering questions directly, as well as educating students about the harms of staying long hours in front of electronic devices. The results of this study were discussed in the light of latest reviewed literature followed by recommendations and suggestions for future studies and investigations.

Analysis of pedagogical platforms for students’ oral French (FLE) skills in Kazakhstan

This article examines the current problems of the development of higher education in Kazakhstan during the COVID-19 pandemic, the need for the improving oral speech in the French language through educational platform. Accordingly, we offer the results of a scientific and analytical survey on the use of educational platforms. This qualitative survey was conducted among students and teachers of the Sorbonne-Kazakhstan Institute. Methodological basis of the research is exploatory survey which provided the opportunity to identify the importance of the development of oral speech, effective platforms, and educational sites to learn French from distance. The results of the surveys are given in the form of graphs by percentage ratio and in the form of table. In the scientific and discursive part of the article, we offer information from real conferences in the pedagogy field. The results of this research work are dedicated to teachers who teach French as a foreign language.

E-learning in health professions education during the COVID-19 pandemic: a systematic review.

As an alternative to traditional teaching, e-learning has enabled continuity of learning for health professions students during the coronavirus disease 2019 (COVID-19) pandemic. This review explored health professions students; perceptions, acceptance, motivation, and engagement with e-learning during the COVID-19 pandemic. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, a systematic review was conducted by consulting 5 databases: PubMed, ERIC (Ebsco), Science Direct, Scopus, and Web of Science. The quality of the included studies was assessed using the Medical Education Research Study Quality Instrument. The research protocol was previously registered in the PROSPERO registry (CRD42021237055). From 250 studies identified, 15 were selected with a total of 111,622 students. Mostly positive perceptions were reported in 7 of 12 studies, which mainly focused on technology access, possession of basic computer skills, pedagogical design of online courses, online interactions, and learning flexibility. However, predominantly negative perceptions were identified in 5 of 12 studies, which pointed out constraints related to internet connections, the use of educational platforms, and acquisition of clinical skills. Satisfactory levels of acceptance of distance learning were reported in 3 of 4 studies. For student motivation and engagement, 1 study reported similar or higher motivation than with traditional teaching, and another study indicated that student engagement significantly increased during the COVID-19 pandemic. Health professions students showed a positive response to e-learning regarding perceptions, acceptance, motivation, and engagement. Future research is needed to remediate the lack of studies addressing health professions students’ motivation and engagement during the COVID-19 pandemic.

CLIL Integration Issues and Distance Learning Technologies

This article proposes an expert vision of the problems of applying CLIL training in the context of distance education in schools and universities of the Republic of Kazakhstan. The relevance of the study is due to the lack of scientific research devoted to the subject analysis of the integration of CLIL learning and distance learning technologies and related problems. Diagnostics of the existing problems was carried out through an online survey of school teachers and university professors who have experience in using CLIL technology in distance learning. For example, the results of the survey have made it possible to identify an expert opinion on the compatibility of the two teaching technologies, to formulate the main problems and differentiate them in terms of school and university practice. Moreover, the analysis has established relationship problems identified with the history of the modernization of secondary and higher education, and pandemic circumstances of 2020. This also explains different level of CLIL preparedness of school teachers and university professors for the independent development of electronic content, the search for a finished educational product, and the use of educational platforms. In this context, the need for CLIL modern teachers’ training programs and effective mechanisms for their academic support is indicated. Based on the survey results, it was concluded that CLIL distance learning is viable in school and university practice. The integration of the two technologies creates an effective tool to promote the empowerment of CLIL, the development of a virtual learning environment, andemergence of a distance format of students’academic mobility. These results can be significant as a basis for making tactical decisions on the development of the resource and methodological base of CLIL distance learning in the system of secondary and higher education

The effectiveness of constructive learning strategy in teaching social studies and citizenship on developing historical thinking skills for middle school students in the Holy Capital: فاعلية استراتيجية التعلم البنائي في تدريس الدراسات الاجتماعية على تنمية مهارات التفكير التاريخي لدى طالبات المرحلة المتوسطة بالعاصمة المقدسة

The research examined the effectiveness of the constructive learning strategy in teaching social studies and citizenship on developing historical thinking skills of second-grade intermediate students. The researcher used a semi-experimental approach, and the sample consisted of (50) students from the 13TH Intermediate School in Makkah (Saudi Arabia) distributed randomly to: (25) control group, and (25) experimental group. The experimental group was taught using the constructive learning strategy, while the control group was taught in the usual way. To achieve the research goal, a teacher’s guide was prepared to teach the “Umayyad State Unit” using the constructive learning strategy, and a list of historical thinking skills appropriate for the age stage, and an achievement test in the Umayyad State Unit. Results: There were statistically significant differences at the level of 0.05 between the mean scores of the experimental group students in the pre-post measurements of the historical thinking skills test in favor of the post measurement, - existence of statistically significant differences at the level of 0.05 between the mean scores of the students of the control and experimental groups in the post-measurement of the historical thinking skills test favoring the experimental group. Recommendations: The researcher suggested a number of recommendations such as: Using the constructive learning strategy in teaching social studies and citizenship to develop historical thinking skills at all school levels, - creating an educational and classroom environment that supports the constructive learning strategy in teaching social studies and citizenship to develop historical thinking skills, making use of educational platforms in distance teaching using a constructive learning strategy, - provide opportunities to train teachers to implement strategies and models of constructive learning.

Competencias digitales del docente de bachillerato ante la enseñanza remota de emergencia

A diagnosis of the digital competencies of high school teachers applied at the beginning of emergency remote teaching due to Covid-19 is presented. The degree of knowledge was analyzed from the resignations of technological literacy and communication tools, the use of educational methodologies with information and communication technologies (ICT), the attitude towards the use of technology in teaching and the levels of teacher training. The present study is of a quantitative descriptive correlate nature; as an instrument a Likert-type survey was used, applied to 508 subjects from the technological baccalaureate subsystem. The results show that at the beginning of the pandemic the teacher had knowledge regarding the use of social networks, email and the word processors, however, they were unaware of the use of educational platforms for virtual teaching. The levels of association between the variables show that the development of their digital skills is related to both the institution of origin and the age of the teachers. This work help to understand that teachers went through in the development of fundamental teaching competencies for distance learning through technological means.

Análisis para determinar la viabilidad del uso de un software traductor de documentos con notación matemática a voz como apoyo al aprendizaje de las personas con discapacidad visual

This article describes the process followed to test software, the result of the first stage of an investigation, which aims to be a support tool for people with visual disabilities to improve their experience in learning mathematics. An analysis is made of the current situation in the country and the world of people with disabilities who wish to continue their studies at a high school or higher level, but who have found as main obstacles not having enough bibliography in Braille, or teachers not They have the means to generate content that visually impaired students can use in the same way as their classmates. Now with the Covid-19 pandemic there was a rebound in the use of educational platforms and distance education, leaving aside people with visual disabilities. We present the results of surveys applied to people with visual disabilities who participated using the software to evaluate their experience as users and their opinions to improve interaction with it. The objective of this study is to make people with visual disabilities feel included in regular educational environments, reducing the barriers that they may encounter in the teaching-learning process in the classroom, and converting them into inclusive classrooms.

Percepción docente sobre la educación a distancia en tiempos de COVID-19

INTRODUCCIÓN. La pandemia Covid-19 ha obligado a las instituciones educativas de todo el mundo a cambiar su modalidad de enseñanza, y pasar de un modelo mayormente presencial a otro donde la virtualidad presenta mayor protagonismo. OBJETIVO. Conocer la percepción de los docentes acerca de la educación a distancia durante la pandemia Covid-19 en una institución educativa estatal de Lima, Perú. MÉTODO. Estudio descriptivo transversal, con una muestra de 53 docentes en quienes se aplicó un cuestionario de 36 ítems, adaptación del Cuestionario de Educación a Distancia en tiempo de Covid-19 para docentes. RESULTADOS. Existe una experiencia media en formación a distancia (77,4%), falta de uso de plataformas educativas (67,9%) y uso masivo de WhatsApp como medio de comunicación (94,3%). El papel de las familias presentó menor calificación en comparación con el papel de la administración educativa y del centro escolar, resaltando el poco apoyo de los padres de familia y la falta de medios para desarrollar actividades virtuales. Asimismo, los docentes perciben una inadecuada formación en competencia digital. DISCUSIÓN Y CONCLUSIONES. Los docentes perciben muchas dificultades en la educación a distancia, especialmente por parte de los padres de familia y la poca formación adquirida.

Distant Teaching: A Way to Face COVID-19 Pandemic in a Public University

In México, first COVID-19 patient was identified in February and from March 23 on confinement measures were taken by the government, including the suspension of activities at universities. This paper objective is to explore the challenges that professors of a public university faced while moving into a distant teaching practice in the pandemic context. Universidad Autónoma Metropolitana is located in México City and up to the pandemic, most of its faculty lacked experience with online education, so the Emerging Distant Education Project was implemented. A qualitative design was developed and in-depth interviews were made to gather information from members of the Business Administration Faculty. Main findings show that in a short time, professors managed to redesign the courses and to develop materials, while trainning themselves in the use of educational platforms, videoconference and communication devices. Among positive experiences they mentioned widening their teaching skills, the positive and helpful attitudes from students, technical support from the institution and the achievement of learning objectives; while on the negative side they mentioned that math contents demanded an extra effort in order to secure students comprehension. Technical problems with the internet and the lack of a proper learning environment were cited as barriers to students’ optimal academic achievement. Most of professors defined their experience as “a challenge”. In conclusion, professors took on and overcame the challenges in order to continue classes and to achieve the academic objectives of the term.

Uso de Moodle con estudiantes universitarios de Educación: Perspectivas de sus experiencias con el aprendizaje combinado

El periodo de confinamiento durante la pandemia originada por el coronavirus ha obligado a virtualizar la educación a nivel mundial en todos sus niveles. Por tal motivo, el uso de plataformas educativas ha sido insoslayable para todas las instituciones de educación. Este cambio brusco de modalidad ha traído un verdadero desafío para la gran mayoría de las instituciones que utilizaban la modalidad presencial, sin embargo, para otras que ya contaban con programas que incluían la virtualidad, el reto para sus docentes y estudiantes no fue tan drástico. Frente a esta necesidad de inclusión de la educación virtual, este estudio muestra la percepción y grado de satisfacción con el aprendizaje combinado (Blended Learning) de los estudiantes universitarios de una institución superior de la República Dominicana. El diseño del proyecto se planteó como un estudio no experimental, con una muestra de 123 sujetos aplicando técnicas de análisis de datos descriptivos de tipo comparativo. Se recogen en las principales conclusiones del estudio que los conocimientos previos de los estudiantes y su apertura al uso de la tecnología por medio de plataformas educativas facilitaron la implementación de entornos virtuales de aprendizajes; los estudiantes presentaron disposición y una valoración positiva para usar Moodle como entorno virtual de aprendizaje. En efecto, la satisfacción con las herramientas para organizar sus trabajos posibilita que los estudiantes se apropien de su conocimiento.

Khan Academy: uma possibilidade para as aulas de matemática

O objetivo deste trabalho é proceder um relato de experiência sobre o uso de plataformas educativas dentro de uma escola, com atividades pedagógicas mediadas pelas Tecnologias Digitais de Comunicação e Informação (TDCI) usadas pelos principais agentes educativos: os professores. Para tanto, selecionamos a plataforma de ensino Khan Academy, como ferramenta de apoio pedagógico nas aulas de matemática, mais especificamente junto ao ensino do conteúdo programático de Frações. A metodologia de pesquisa adotada foi a pesquisa qualitativa, com abordagem descritiva, levada a campo seguindo os passos propostos pelas Diretrizes Curriculares do Estado do Paraná: diagnóstico prévio dos saberes dos alunos, instrumentalização e diagnóstico final. Os participantes da pesquisa foram os alunos do sexto ano de uma escola pública e o professor. A coleta de dados foi realizada através das observações e dos registros das atividades desenvolvidas pelos alunos, culminando com a aplicação de uma prova. A análise dos resultados apontou que o Khan Academy potencializou as aulas de matemática, possibilitando uma metodologia ativa, tendo em vista que alguns alunos acessaram a plataforma na pré-aula e pós-aula, além da aula. Diante disso, acredita-se na contribuição da exploração de plataformas, como a descrita nesta pesquisa, tendo em vista que o aluno teve boa aceitação nas atividades desenvolvidas via gamificação aplicada ao ensino.

أدوار المنصات الإلکترونیة E-platforms والشبکات الاجتماعیةsocial networks کبیئات تعلم تواصلیة تشارکیة فی التعلیم الإلکترونی فی ضوء خبرة الطالبة The roles of the E-platforms and Social Networks as collaborative and communicative learning environments in E- learning according to student experience

يهدف البحث الحالي إلى مقارنة أدوار المنصات الإلکترونية E-platform والشبکات الاجتماعية Social Networks کبيئات تعلم تواصلية تشارکية في التعليم الإلکتروني الجامعي، وکذلک تقصي دلالة الفروق بين استخدام المنصات التعليمية باختلاف نمط المنصة (المفتوحة - المغلقة)، ودلالة الفروق بين استخدام المنصات التعليمية باختلاف المستوى الدراسي (السادس- الثامن). تکونت عينة البحث من 204 طالبة، في أربع مجموعات منها: مجموعة تستخدم البلاک بورد، ومجموعة تستخدم تويتر، من طالبات المستوى السادس ومن طالبات المستوى الثامن، تم تطبيق مقياس خبرة الطالبة نحو استخدام المنصة التعليمية (البلاک بورد/ تويتر) بعديا على المجموعات. وأظهرت النتائج أن استخدام المنصات الإلکترونية (بلاک بورد) کبيئة: (تعليمية- تشارکية- تواصلية- قابلة للاستخدام) على الترتيب في التعليم الجامعي، وکذلک استخدام الشبکات الاجتماعية (تويتر) کبيئة: (تواصلية- قابلة للاستخدام- تشارکية- تعليمية) على الترتيب في التعليم الجامعي. أظهرت النتائج أيضا وجود فرق دال إحصائيا نتيجة استخدام المنصات التعليمية تبعا لاختلاف نمط المنصة (المفتوحة والمغلقة) لصالح استخدام تويتر (کمنصة مفتوحة). بينما خلصت النتائج إلى عدم وجود فرق دال إحصائيا بين طالبات المستوى السادس وبين طالبات المستوى الثامن في استخدام المنصات التعليمية باختلاف المستوى الدراسي (السادس- الثامن) سواء عند استخدام تويتر أو استخدام بلاک بورد، وأوصى البحث بالاهتمام بدمج المنصات التعليمية المغلقة والمفتوحة کبيئة تعلم تشارکية تواصلية قابلة للاستخدام تبعا لدورها في التعليم الإلکتروني الجامعي. The current Paper aims to evaluate the roles E-platforms and social networks as learning environment in Electronic learning in universities, as well as comparing the differences between the use of educational platforms according to open or closed platform style, and comparing the difference between the use of educational platforms According to 6th or 8th level of study. The sample consisted of (204) students, including a group used the Blackboard, and a group used Twitter from 6th and 8th grade students. The student experience scale was designed as assessment tool. The results showed that the E- Platform (Blackboards) used as (educational- collaborative- communicative- useable) environment respectively, and the social networks (Twitter) used as: (communicative- useable- collaborative- educational) environment respectively in Electronic learning in the university. The results exposed a positive statistically significant difference due to the use of Twitter as open educational platforms environment. However the results revealed that there were no statistically significant differences between the 6th level and 8th level students in using of educational platforms according to the study level, in both of using Twitter or Blackboard. The study recommended widely using of closed and open educational platforms as a communicative collaborative learning environment in teaching.