Abstract
ABSTRACTThe educational policy in Morocco is aimed at promoting the wide use of Information and Communication Technologies in Education and the adoption of interactive and autonomous digital resources for distance teaching and self-learning. The objective of this research is to evaluate the suitability of the existing digital educational resources for distance learning purposes by analysing their interactivity and autonomy. The study of the contents of 190 existing products for teaching and learning Life and Earth Sciences in high schools has revealed the existence of weaknesses related to interactivity and autonomy. The results have been used to set down guidelines for designers of future interactive and autonomous digital educational resources for distance learning use.
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