Abstract
In these times of Covid-19 pandemic, many Moroccan students access websites for their school support needs. The objective of this study is to carry out an evaluation of some Moroccan free school support websites and to verify their effectiveness for learners, from a socio-constructivist perspective. This evaluation is conducted out by various teachers, using an evaluation grid developed by the authors following a review of literature that identified a number of elements considered as important factors for the proper functioning of an educational website. The approach adopted allowed the grid to be validated (Cronbach's alpha equal to 0.82). The results of the evaluation show several positive aspects but also some weaknesses inherent to the studied websites, especially concerning help with work methodology and pedagogical guidance and also the interactivity. Finally, several recommendations are proposed by the authors.
Highlights
In recent years, Information and Communication Technologies (ICTs) have entered several sectors, including education, and their use is becoming more widespread
“Computer technologies and other aspects of digital culture have changed the ways people live, work, play, and learn, impacting the construction and distribution of knowledge and power around the world” (UNESCO’s International Institute for Educational Planning). 93% of Moroccan common core students use the Internet to conduct school research, and nearly 80% of their teachers use the Internet for the purposes of their teaching (Conseil Supérieur de l’Education, de la Formation et de la Recherche Scientifique, 2017)
The aim of this study is to develop and validate an evaluation grid that is used to evaluate a number of Moroccan free school support sites, this evaluation being carried out by several teachers
Summary
Information and Communication Technologies (ICTs) have entered several sectors, including education, and their use is becoming more widespread. “Computer technologies and other aspects of digital culture have changed the ways people live, work, play, and learn, impacting the construction and distribution of knowledge and power around the world” (UNESCO’s International Institute for Educational Planning). By taking into account both learners ‘ learning styles, their environment, devices and profiles, mobile devices can help them learn (Abech et al, 2016). Ubiquitous learning, increasingly used nowadays, connects the learners, through their mobile device with educational resources, and supports continuous. An analysis of an experiment concerning the use of WhatsApp for teaching and learning in a university setting, identified several educational affordances of mobile instant messaging, among them interaction, knowledge sharing, collaboration and flexible learning (Klein et al, 2018). The application of methods and techniques for analysing data on learning and groups of learners allows for the prediction of academic progress and possible drop-out, and enables teachers and managers to make decisions about problems encountered (Silva et al, 2021)
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