Coronavirus Pandemic in Morocco: Measuring the Impact of Containment and Improving the Learning Process in Higher Education

Fatima-Zohra Hibbi,Abdelmalek Essaadi University, Larache, Morocco ,Haimoudi El Khatir,Otman Abdoun

doi:10.18178/ijiet.2021.11.1.1485

Fatima-Zohra Hibbi, Abdelmalek Essaadi University, Larache, Morocco + Show 2 more

Open Access

https://doi.org/10.18178/ijiet.2021.11.1.1485

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Abstract

The higher education in Morocco knows a real challenge due to the consequences of covid19. This challenge was effect by the transformation of the teaching mode from face to face (learning at school) into a distance learning (home based learning). This paper reports comparative studies of technologies that used in Moroccan Higher education and the constraints encountered the E-learning mode. The objective of this article is to describe how to success the higher education in this period of confinement via a case study and recommend a proposed solution. The experiments and results that presented in this article are based on data which collected from a private professional training institution and the collaboration of the learners in the field of study.

Highlights

When we think of “face-to-face education” we associate it into the following elements: teacher, learner and the classroom
The learners have the ability to track a course anywhere and anytime. This kind of education lacks support and assistance of the trainer when the learner is faced with a problem situation or the learning process is inadequate for each learner style
The aim is dual: to manage the current crisis and to reflect on how education systems can recover more vigorously, both led by actors with a renewed sense of responsibility and better equipped to understand the urgency and the need to address the inequality of opportunity and to ensure quality education for every student

Summary

Introduction

When we think of “face-to-face education” we associate it into the following elements: teacher, learner and the classroom. In this type of education, the learners often work in team, manipulate, produce, create a small workshops group in which learners take responsibility and present their work. The learners have the ability to track a course anywhere and anytime. This kind of education lacks support and assistance of the trainer when the learner is faced with a problem situation or the learning process is inadequate for each learner style. Others suggest a smart detector of learning style to adapt the learning process in E-learning mode [2]

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