E-learning experience during COVID-19 pandemic management:Perception of secondary schools teachers' in Morocco

Omari, Hajar El; Chlouchi, Khadija; ZahraTalbi, Fatima; Benboubker, Moussa; Alaoui, Meryem Mrani; Lahouiti, Khadija; Chlouchi, Amina; Maniar, S.; Merabti, Abdelilah; Taam, Abdelkarim; Lalami, Abdelhakim El Ouali

doi:10.1016/j.sciaf.2022.e01536

Cited by 7 publications

(11 citation statements)

References 16 publications

(15 reference statements)

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“…However, it is on this basis that students encountered challenges such as lack of motivation and insufficient skills, which saw the slow adoption of E-learning. Adding on to literature (see El Omari et al, 2023;Edem & Jibril, 2022;Maatuk et al, 2022), the findings of this study acknowledge that the adoption of E-learning during the COVID-19 lockdown acted as a double-edged sword. On hand, online learning provided opportunities for some students, such as the convenience of learning at one's own pace and enhanced performance.…”

Section: Discussion Of Key Findingsmentioning

confidence: 55%

“…The adoption of E-learning in higher education institutions (HEIs) is not a new development. Hither to, many international institutions of learning integrated the use of Information and Communication Technologies (ICTs), as part of teaching and learning to increase teacher-student engagement (see El Omari et al, 2023;Bordoloi & Das, 2021;Munro, 2018). Comparable to global trends, most African countries adopted E-learning to expand the sphere of education in the academia (see Edem & Jibril, 2022;Kaisara & Bwalya, 2021;Eze et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…While we acknowledge that the effectiveness of e-learning during the COVID-19 pandemic attracted scholarly attention worldwide particularly within the HEIs settings (see El Omari et al, 2023;Edem & Jibril, 2022;Maatuk et al, 2022), there is an increasing acknowledgement that Information Communication Technologies (ICTs) are double-edged swords. On one hand, they "increase the effectiveness of knowledge and skills by enabling access to a massive amount of data, enhances collaboration on learning-teaching relationships" (Maatuk et al, 2022, p. 23).…”

Section: Introductionmentioning

confidence: 99%

“…University students in Namibia, like elsewhere in countries associated with pervasive vertical inequality, "the rollout of e-learning has been received with both optimism and trepidation" (Kaisara & Bwalya, 2021, p. 309). Among the challenges that students faced included lack of access to the internet, limited or no access at all, and inadequate use of other ICT resources such as computers and laptops inter alia (El Omari et al, 2023;Saleem et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

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The Appropriation of Digital Technologies by University Students During the COVID-19 Pandemic: Towards A Pedagogical Approach to Digital Transformation in Response to Future Pandemics

Naishindi,

Mapudzi,

Zviyita

2024

IJSSRR

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Concerns about the effectiveness of E-learning in education during the COVID-19 pandemic attracted substantial scholarly attention worldwide. Most of the studies identified the pandemic as a double-edged sword necessitating further scholarly debates. Even though these studies are instrumental in contextualising this topical issue, there is a disconcerting absence of such empirical studies in countries associated with vertical inequality, mostly those in the Global South. Cognisant of the contextual nature of technology and how actors and their interests intersect to shape how such technologies in their contexts maybe appropriated, this study assessed the effectiveness of E-learning during the COVID-19 pandemic, using the case study of a public university. It deployed the model of technology appropriation framework, the social justice theory, and qualitative interviews with 35 undergraduate students across faculties at the university. The findings indicated that just like in other higher education institutions (HEIs) in developing countries, the adoption of E-learning amid the COVID-19 lockdown acted as a double-edged sword. On one hand, online learning provided opportunities for some students, such as the convenience of learning at one's own pace and enhanced performance. On the other hand, empirical evidence demonstrates prevailing several challenges such as the digital gap among students, lack of ICT resources and lack of motivation and skills, inter alia. Thus, technical issues such as network, data and computer malfunctions, hindered the effective use of E-learning during the COVID-19 lockdown. While there are similarities on the challenges of E-learning between those documented in various parts of the world, it is important to acknowledge the differences based on local peculiarities. Going forward, we noted the need to adopt the 21st century pedagogical skills that promote collaboration, critical thinking and inclusivity, in teaching and learning in higher education.

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Section: Discussion Of Key Findingsmentioning

confidence: 55%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The Appropriation of Digital Technologies by University Students During the COVID-19 Pandemic: Towards A Pedagogical Approach to Digital Transformation in Response to Future Pandemics

Naishindi,

Mapudzi,

Zviyita

2024

IJSSRR

View full text Add to dashboard Cite

show abstract

“…During the pandemic, online learning has positively and negatively impacted both parties, namely teachers and students. Positive impacts include easy access to learning materials and assignments, providing opportunities to explore new materials, and enabling the development of potential transformation without having to leave home (Kusumawati, 2022;Maqbool et al, 2022;Omari et al, 2023). In addition, online learning also contributes to improving students' language literacy.…”

Section: Introductionmentioning

confidence: 99%

Adaptation of E-learning during the Pandemic Towards Face-to-Face Classroom Learning

Widiastuti,

Biduri,

Ernawati

et al. 2024

IJSSR

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The COVID-19 pandemic has prompted a significant shift in the Education Dynamics landscape, necessitating a move from traditional face-to-face learning to distance learning (e-learning). In the aftermath, this research focuses on the dynamics of students readjusting to face-to-face learning. The study, employing both quantitative and qualitative analyses, includes a field study with 56 Management study program students. Objectives include exploring how students adapt to resuming face-to-face learning and emphasizing direct interactions. Preliminary findings reveal a positive inclination towards face-to-face learning, though challenges like long commutes and financial burdens persist. The research suggests addressing these concerns to enhance the overall educational experience. A notable trend is the preference for a hybrid approach, combining online and face-to-face sessions, indicating a desire for increased efficiency and an enhanced learning experience. In conclusion, the study contributes insights for educational institutions to optimize the post-pandemic learning environment, considering both positive experiences and challenges faced by students.

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Perceptions of University Teachers and Students on Hybrid Teaching in Morocco

Bouayad

2024

IJIET

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This research aims to examine the perceptions of university students and teachers about hybrid teaching in higher education level in Morocco after the COVID-19 pandemic, as well as the challenges that both parties face when providing or following this type of teaching. The research methodology is based on a qualitative and quantitative study. This will give us an overview on hybrid teaching in Morocco. A questionnaire was addressed online to teachers and students from various disciplines and different Moroccan universities. Following this, we were able to collect 439 responses. The data were processed using simple statistical analysis. The results of this study show that hybrid teaching is becoming, after the pandemic, increasingly popular in Moroccan higher education and highly appreciated by teachers and students. However, some students have difficulties to follow it. As a result, it can be said that this mode of teaching may provide a future solution to the problem of overcrowding in Moroccan open-access universities.

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E-learning experience during COVID-19 pandemic management:Perception of secondary schools teachers' in Morocco

Cited by 7 publications

References 16 publications

The Appropriation of Digital Technologies by University Students During the COVID-19 Pandemic: Towards A Pedagogical Approach to Digital Transformation in Response to Future Pandemics

The Appropriation of Digital Technologies by University Students During the COVID-19 Pandemic: Towards A Pedagogical Approach to Digital Transformation in Response to Future Pandemics

Adaptation of E-learning during the Pandemic Towards Face-to-Face Classroom Learning

Perceptions of University Teachers and Students on Hybrid Teaching in Morocco

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