A survey of distance learning in Morocco during COVID19

Ouahabi, Sara; Guemmat, Kamal El; Azouazi, Mohamed; Filali, Sanaa El

doi:10.11591/ijeecs.v22.i2.pp1087-1095

Cited by 9 publications

(7 citation statements)

References 23 publications

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“…Indeed, these platforms do not support several characteristics, among which are the learning styles [43], [44] that differ from one learner to another, the results show that 73% have a visual learning style, as well as 17% have a kinesthetic learning style while 10% have an auditory style. These learning styles need to be taken into account in the learning process of the learners and in the platforms and tools used [45]. Similarly for the languages used, the platforms need to be adapted to the needs of the students in terms of language preference and learning styles.…”

Section: Discussionmentioning

confidence: 99%

Analytic survey on the challenges of Moroccan students in higher education institutions face to distance learning

Mouna

Lakrami

Labouidya

2022

IJEECS

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This research presents an investigation of the problems faced by Moroccan higher education students after the face-to-face learning was reinstated following the COVID-19 pandemic crisis. The proposed methodology is based on an exploratory descriptive analysis through a survey that involved students from different higher education institutions and residing in various regions of Morocco. The collected results revealed that students face pedagogical, technical and organizational constraints that prevent them from making a successful transition to distance learning, even if only partially. Indeed, many students are not motivated by the use of information and communication technology (ICT). The study finally provides recommendations for understanding and overcoming these problems.

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Section: Discussionmentioning

confidence: 99%

Analytic survey on the challenges of Moroccan students in higher education institutions face to distance learning

Mouna

Lakrami

Labouidya

2022

IJEECS

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“…As far as the Moroccan context, Ouahabi et al [ 21 ] assert that it is possible for distance learning to replace face-to-face training during crises. Because the current pandemic may not be the last, scientifically and statistically speaking, Ouahabi et al also recommend adopting a blended model where effective quality distance training complements face-to-face training.…”

Section: Related Workmentioning

confidence: 99%

D-Learning and COVID-19 Crisis: Appraisal of Reactions and Means of Perpetuity

Ismaili

Moutaouakil

2023

SN COMPUT. SCI.

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Distance Learning (D-learning), as an alternative educational solution for students who cannot attend in-person classes, has been deployed during the COVID-19 pandemic to deliver the promises promoted long ago by technology and education experts. For many professors and students, the shift was a first as they had to resume their classes fully online despite not being academically competent to do so. This research paper examines the D-learning scenario introduced by Moulay Ismail University (MIU). It is based on the intelligent Association Rules method to identify relations between different variables. The significance of the method lies in its ability to assist in drawing relevant and accurate conclusions for decision-makers on how to rectify and adjust the adopted D-learning model in Morocco and elsewhere. The method also tracks the most probable future rules that govern the behavior of the population under study vis-à-vis D-learning; once these rules are outlined, the training quality can be dramatically improved by adopting better-informed strategies. The study concludes that most recurrent D-learning issues reported by students systematically interrelate with ownership of gadgets and that once specific procedures are implemented, reports concerning the D-learning experience at MIU are likely to be more comforting.

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“…We identify also the corresponding Learning outcomes to help measuring the performance. The table below shows a relevant learning outcomes and learning objectives base on UNESCO reports [20], [21], [22], [23], [24]. A key component of the performance evaluation procedure when integrating AI for sustainability in higher education is continuous improvement.…”

Section: Identify Learning Objectives and Learning Outcomesmentioning

confidence: 99%

Fostering sustainable Development Through Artificial Intelligence in Education (ESD): A Comprehensive Evaluation Framework and Key Criteria Analysis

yman,

Mohamed

2023

Preprint

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The good implementation of artificial intelligence (AI) for Education Sustainability Development (ESD) in Higher Education (HE) will be a relevant factor in the successful ranking of universities. Therefore, Higher Education must evaluate the performance of this implementation and integrate adequate criteria of performance in its Quality Assurance System. This research paper aims to identify relevant evaluation criteria of the implementation of artificial intelligence (AI) for Education Sustainability Development (ESD) in Higher Education (HE) and propose how HE can integrate those criteria into their quality assurance systems. The study utilizes a combination of qualitative content analysis and the Analytic Hierarchy Process (AHP) to identify criteria for assessment and generate a weight matrix of those criteria. Based on the findings, a framework of evaluation is proposed to assess the performance of integrating AI to promote sustainable learning outcomes by elucidating the relationship between key elements, such as the SKE (Skills, Knowledge, Ethics) Model, Learning Objectives, Learning Outcomes, and Key Performance. Continuous improvement is a vital element in our framework to maintain its relevance in fostering quality in implementing AI in education for sustainable development. It emphasizes the importance of a feedback loop involving stakeholders to identify areas for enhancement and ensure ethical and inclusive AI application.

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A survey of distance learning in Morocco during COVID19

Cited by 9 publications

References 23 publications

Analytic survey on the challenges of Moroccan students in higher education institutions face to distance learning

Analytic survey on the challenges of Moroccan students in higher education institutions face to distance learning

D-Learning and COVID-19 Crisis: Appraisal of Reactions and Means of Perpetuity

Fostering sustainable Development Through Artificial Intelligence in Education (ESD): A Comprehensive Evaluation Framework and Key Criteria Analysis

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