COVID-19 Outbreak Response Plan: Implementing Distance Education in Moroccan Universities

Draissi, Zineb; Zhan-yong, QI

doi:10.2139/ssrn.3586783

Cited by 28 publications

(11 citation statements)

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“…The results of these questions are similar to the study results (Draissi Yong 2020), which revealed that the response to the outbreak of the disease (COVID-19) and the implementation of distance education were facing some difficulties and challenges for both the teacher and the student. And the study (Yulia, 2020) revealed that the Corona pandemic had affected the reshaping of education in Indonesia, where the traditional method of teaching has retreated to spread instead of learning through the Internet because it supports learning from home and thus reduces people mixing and reduces the spread of the virus.…”

Section: Discussionsupporting

confidence: 82%

The Dominance of E-Learning Methods over Studies: Problems and Solutions

Abbas¹

2021

Proceedings of International Conference on Teaching, Education and Learning Conference

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This paper sheds light on e-learning, whose importance has swiftly grown over the past year by learners after the closure of schools and universities in more than 100 countries worldwide due to the rampant Coronavirus disease (COVID-19), and the problems and solutions that must be followed to facilitate the educational process. This study is mainly quantitative. It will use quantitative research methods to collect data by distributing questions to the research community consisting of 10 teachers and 30 undergraduate students in the medical, technical faculty at Al-Kitab University. The data were analyzed by content analysis technique and divided into themes, sub-themes, and codes. The paper found that both students and teachers used technology to ensure the continuity of the educational process. In addition, both teachers and learners have different positive and negative opinions about the distance education platforms and the conditions facing them from the weakness of the Internet and the liability of electronic skills for both parties. Ideas were put forward on developing equipment and methods used for distance education activities using artificial intelligence to simulate the natural educational environment. This study recommends educational institutions restructure the curriculum and make it compatible with the electronic environment, just like the real academic environment.

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Section: Discussionsupporting

confidence: 82%

The Dominance of E-Learning Methods over Studies: Problems and Solutions

Abbas¹

2021

Proceedings of International Conference on Teaching, Education and Learning Conference

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“…Besides, the lecturers' use of technological tools was limited to PowerPoint, finding difficulty in using effectively video editing. In addition, Draissi and ZhanYong [11] reported that the Moroccan universities, under calls from the Ministry of Education of Morocco, have responded reasonably quickly by implementing online education network platforms to help instructors manage their instruction through appropriate training.…”

Section: Literature Reviewmentioning

confidence: 99%

School Principals’ Evaluation of the Effectiveness of Employing Distance Learning Tools by Teachers

Abukhalil

Halawani

Daher

2021

Int. J. Interact. Mob. Technol.

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<p class="0abstract">The study examined the criterions that school principals used to evaluate the effectiveness of the use of distance learning tools in the COVID-19 pandemic by school teachers. Six school administrators were interviewed regarding their evaluation of the technological tools used by the teachers in distance. The constant comparative method was used to analyze the interview data. The study results indicated ten criterions that served the principals in their evaluation:(1) Availability of the technological tool in students’ hands, (2) The teacher's ability to handle the tool used, (3) The fit of the used tool to the specific content, (4) The fit of the used tool to the curriculum objectives, (5) Planning the use of the tool in the classroom, (6) Use of technological tools for interactive communication in the classroom, (7)Use of technological tools to stimulate, attract and engage students in distance learning, (8) Use of technological tools to achieve quality education, (9) Use of technological tools to manage students' behavior in distance learning, and (10) Using mobile tools to encourage students’ engagement in distance learning. More research is needed to study school principals’ behavior regarding E-learning especially in emergency education. <strong></strong></p>

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“…Many middle-income countries have already expanded digital delivery of vocational training during the pandemic. For example, the Kazakh Government was reported to be developing over 2,000 TVET lessons in 2020, Mexico's Capacítate Para El Empleo online portal switched to offering free access to its hundreds of courses and several technical diploma degrees (Hoftijzer et al, 2020) and Morocco's Government created a new e-learning platform for vocational training (Draissi & Zhanyong, 2020). Virtual reality, amongst other cutting-edge technologies, has particular potential to support remote vocational training (Hoftijzer et al, 2020 p.11) and additional funding flows to vocational training centres during the pandemic may provide an opportunity for long-term investment in such technologies (OECD, 2020, p.7).…”

Section: What Has Been the Direct Impact Of Covid-19 On Labour Markets And Skill Systems?mentioning

confidence: 99%

How Can Middle-income Countries Improve Their Skills Systems Post- COVID-19?

Herbert¹

2021

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Vocational training systems in middle-income countries are going to face multiple challenges in the post-COVID era, notably, challenges related to (1) automation; (2) the transition to a green economy, and (3) demographic pressures. Of these, automation - linked to the burgeoning ‘fourth industrial revolution’ that is set to transform the global economy - represents the most serious challenge and is the only one of the three challenges discussed in any depth in this paper. Whilst estimates of the likely scale of automation in the coming years and decades vary widely, it appears likely that waves of automation will lead to a dramatic decline in many kinds of jobs that largely involve routine, repetitive tasks. These trends pre-date COVID-19, but the disruption caused by the pandemic provides an opportunity to prepare for these challenges by implementing vocational training system reforms as part of the Build Back Better agenda. Reforms to vocational training systems will be crucial to ensuring middle-income countries respond appropriately to accelerating labour market changes. However, they should only form a limited part of that response and need to be integrated with a wide range of other policy measures. Vocational training reform will need to occur in the context of major reforms to basic education in order to ensure that all workers are equipped with the cross-cutting cognitive and socio-emotional skills they will require to perform hard-to-automate tasks and to be able to learn and adapt rapidly in a changing economy. Middle-income countries will also likely need to progressively expand social protection schemes in order to provide a safety net for workers that struggle to adapt to changing labour market requirements.

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COVID-19 Outbreak Response Plan: Implementing Distance Education in Moroccan Universities

Cited by 28 publications

References 0 publications

The Dominance of E-Learning Methods over Studies: Problems and Solutions

The Dominance of E-Learning Methods over Studies: Problems and Solutions

School Principals’ Evaluation of the Effectiveness of Employing Distance Learning Tools by Teachers

How Can Middle-income Countries Improve Their Skills Systems Post- COVID-19?

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