DOI: 10.4018/IJCAC.2017010102 Copyright © 2017, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. International Journal of Cloud Applications and Computing Volume 7 • Issue 1 • January-March 2017 Pedagogical Indexed Arabic Text in Cloud E-Learning System Nafaa Hafar, University of Monastir, Monastir, Tunisia Mohsen Maraoui, University of Monastir, Monastir, Tunisia Shadi Aljawarneh, Jordan University of Science and Technology, Faculty of Computer and Information Technology, Irbid, Jordan Mohammed Bouhorma, Abdelmalek Essaâdi University, Tétouan, Morocco Abdallah Altahan Alnuaimi, Al-Isra University, Amman, Jordan Bilal Hawashin, Al-Zaytoonah University, Amman, Jordan ABSTRACT The Cloud E-Learning Systems for the Arabic language are relevant environments in many areas of training (teaching Arabic language) but also pose problems related to their creation tedious, costly in resources and time, and problems related to the search for information because of the increasing amount of information available and because of the methods of indexing, which is based on static methods such as keyword search that makes irrelevant the research process. For this, a new method of indexation is required. In this paper, a new Arabic text is proposed indexing approach using the creation of a new application profile of the LOM metadata schema (Learning Object Metadata) for the Arabic language. This profile includes the fields of LOM standard, and adds new fields for specific search information to Arabic language, and meets the needs of a teacher. Also, it’s all using natural language processing tools like SAPA and AL-KHALIL. KEywoRdS Cloud E-Learning System, Indexation of Arabic Text, Indexing Model, Learning Object Metadata, LOM, Pedagogical Indexation INTRodUCTIoN New Technologies of Information and Communication “ICT” profoundly improve ways to inform, communicate and undertake training. with This technological emergence, a new mode of learning known as e-Learning was appeared (Aljawarneh et al., 2015). This technology was created to improve the quality of learning by facilitating access to resources and services and all this by the use of new multimedia technologies and the Internet. These ICT induce significant changes in teaching practices, transforming the communication arrangements, working and training. In this thread of ideas, several works such as (Karsentiet al., 2001; Charlier & Peraya, 2003) claim that the integration of ICT in education implies changes in teaching practices and touch to their representations of their learning and collaborative arrangements and evaluation (Tarek et al., 2011). For this new professional units that are called the cells TICE (Technologies of Information and Communication for Education) that put the user disposal of a variety of electronic resources for educational purposes. 32