Distance education for the profit of newly recruited teachers: reinforcing inclusive classroom strategies through UFMC Algerian training

Abstract

Although the educational sector has witnessed an exceptional advancement in computer technologies, their smart use was fairly limited in the EFL context. Hence, the unexpected pandemic encouraged teachers to adopt a non-traditional approach to meet the students’ learning needs. Blended learning was readily arrogated to deliver the courses on-line and decrease the social distance at university. In parallel, UFMC Algerian training was scheduled by Constantine University –Algeria- for the benefits of newly recruited teachers to improve their on-line teaching. Thus, the new learned skills were momentarily applied to reinforce a blended approach to learning with Master Students at Ibn Khaldoun University, Algeria. Upon students’ consensus, on-line interaction was not accredited before the pandemic that is why a clash arose between distance education and face-to-face interaction. In this prospect, it is recommended to train teachers and learners in the usability of MOOCs to elevate learners’ inclusion in the classroom and raise their awareness vis-à-vis self-blend and flex models.