Arab World English Journal (AWEJ) Volume 13. Number 4 December 2022 Pp.372-385
DOI: https://dx.doi.org/10.24093/awej/vol13no4.24
Distance Learning in Moroccan Higher Education during the Covid-19 Pandemic: The Case of Sidi
Mohamed Ben Abdellah University Students
Abdelkrim Mouaziz
Cultures, Representations, Education, Didactics and Engineering Laboratory (CREDIF),
Sidi Mohamed Ben Abdellah University, Dhar El Mahraz, Fes, Morocco
Corresponding Author: mouaziz.karim@gmail.com
Ismail El Byad
Applied Communication in Context Laboratory (ACC)
Mohamed Premier University, Oujda, Morocco
Souhayla Sraoui
ELT instructor and researcher in the field of education
Mohamed Premier University, Oujda, Morocco
Maha El Biadi
Department of Languages, Ecole Normale Supérieure,
Abdelmalek Essaâdi University, Tetouan, Morocco
Jaouad Moumni
Department of English, Faculty of Letters and Human Sciences
Mohamed Premier University, Oujda, Morocco
Received:18/07/2022 Accepted:11/28/2022 Published: 12/15/2022
Abstract:
With the spread of Covid-19, several countries, including Morocco, have declared the status of a health emergency. This caused schools to stop giving classes and block the Moroccan educational system. The Ministry of Education resorted to implementing distance education as an alternative to guarantee learning continuity. This includes applying some measures, such as broadcasting classes on TV and encouraging teachers to use online platforms like Microsoft Teams and Zoom. However, the online experience was not an easy task due to a lack of digital training and internet access. In this regard, the present paper aims to investigate the extent to which Moroccan university students are satisfied with the implementation of online learning. It also investigates the main challenges students encounter in their virtual experience. This study is significant as it provides us with a clear understanding of distance learning as a novel experience in Morocco and the challenges that hindered its success. It is also important because it would add to the accumulation of human knowledge. Both quantitative and qualitative approaches were employed through means of questionnaires and interviews, respectively. Questionnaires were administered to students from Sidi Mohamed Ben Abdellah University in Fes who belong to different departments. As for interviews, they were conducted with the same students to give them the chance to elaborate on their answers. The findings of the study revealed that the majority of Moroccan university students were not satisfied with their distance learning experience as it was hard for them to interact due to connection issues. The study also showed that most of the students were confused and unmotivated to learn.
Keywords: Covid-19, digital Skills, distance learning, information communication technology
Cite as: Mouaziz, A., El Byad, I., Sraoui, S., El Biadi, M., & Moumni, J. (2022). Distance Learning in Moroccan Higher Education during the Covid-19 Pandemic: The Case of Sidi Mohamed Ben Abdellah University Students. Arab World English Journal, 13 (4) 372-385.
DOI: https://dx.doi.org/10.24093/awej/vol13no4.24
References
Balanskat, A. (2006). The ICT Impact Report: A review of studies of ICT impact on schools in Europe, European Schoolnet. Retrieved from http://insight. Eun. org/shared/data/pdf/impact_study. pdf.
Barron, A. (1998). Designing Web-Based Training. British Journal of Educational Technology, 29(4), 355-371.
Berge, Z. L. (1998). Guiding principles in Web‐based instructional design. Educational Media International, 35(2), 72-76.
El Hammoumi, M. M., & El Youssfi, S. (2020). Distance Learning in Moroccan Higher Education: Students Attitude towards ENS–Ecole Normale Superieure-Classroom Platform and Effective Recommendations. Universal Journal of Educational Research, 8(12B), 8478-8487.
Finol, M. O. (2020). Asynchronous vs. synchronous learning: A quick overview. Available at https://www. brynmawr. edu/blendedlearning/asynchronous-vs-synchronous-learning-quick-overview.
Harandi, S. R. (2015). Effects of e-learning on Students’ Motivation. Procedia-Social and Behavioral Sciences, 181, 423-430.
Jebbour, M. (2022). The unexpected transition to distance learning at Moroccan universities amid COVID-19: A qualitative study on faculty experience. Social Sciences & Humanities Open, 5(1), 100253.
Khan, K. U., & Badii, A. (2012). Impact of e-learning on higher education: Development of an e-learning framework. Life Science Journal, 9(4), 4073-4082.
Naciri, H. (2015). Using ICT to improve higher education in Morocco. In Conference Proceedings. ICT for Language Learning (Vol. 467).
Razkane, H., Sayeh, A. Y., & Yeou, M. (2021). University Teachers’ Attitudes Towards Distance Learning During COVID-19 Pandemic: Hurdles, Challenges, and Take-away Lessons. European Journal of Interactive Multimedia and Education, 3(1), e02201.
Rodrigues, H., Almeida, F., Figueiredo, V., & Lopes, S. L. (2019). Tracking e-learning through published papers: A systematic review. Computers & Education, 136(1), 87-98
Sayeh, A. Y., & Razkane, H. (2021). Moroccan high school EFL teachers’ attitudes and anxiety on using Microsoft Teams platform. TESOL and Technology Studies, 2(2), 29-40.
Slimani, J. D. (2021). Distance Learning During the Pandemic of COVID-19: Prsectives of Trainee Teachers in Morocco. Revue de l’Administration de l’Education, (10), 134-146.
Young, T. J. (2016). Questionnaires and Surveys. In Zhu Hua (Ed.), Research methods in intercultural communication: A practical guide (pp. 165-180). Oxford: Wiley