An Evaluation of the Most Effective Learning Environments among Moroccan University Learners: Towards Learning that is Fit for Digital Natives

Abstract

The surrounding conditions of COVID 19 have reconsidered issues vis-à-vis the most effective learning environments, namely online, blended, and face-to-face learning. Today, higher education institutions are in dire need to consider different platforms of learning, especially in light of the new technological revolution and social networking sites (Garison and Vaughan, 2008). Morocco, like many other countries, has faced numerous challenges in terms of the effective use of distance and blended learning environments. Notwithstanding the general satisfaction of decision makers with the experience of these environments, an ongoing scepticism has occupied the attention of many practitioners and researchers regarding the adoption of online and blended learning contexts. This paper purports to shed light on Moroccan university learners’ performance in the three learning environments: face-to-face, blended and online. The study therefore compared between six modules: Paragraph writing and Grammar I (which were completely taught online), Composition I and Grammar II (which were taught using blended learning method), and Composition II and Grammar III (which were taught face-to-face). Around 84 students from the Multidisciplinary Faculty of Nador took part in the present study. The one-way ANOVA analysis has revealed that learners’ performance in faceto-face learning is the highest, followed by blended and online learning successively. The study concluded with a number of implications for university students, professors and decision makers.