Digital Classroom Mise en Scène during Covid-19 Era: The case of Tlemcen University, Algeria

Abstract

The current growth of E-learning as a viable technique signals a shift from the traditional teacher-centred classroom to a learner-centred one. The concepts of autonomous learning, independent decision-making, time and space flexibility, and teachers' evolving roles from instructors to facilitators are all well represented in the E-learning context. Our students belong to the digital generation, and no one can deny that we spend most of our time in front of our screens, exchanging via social networks or emails. Electronic devices speed up communication and leave behind face-to-face communication, which is a primary aspect to consider, mainly during lockdown (pandemic) in social communication in general and in an educational context in particular. As a result, it is interesting to investigate how distance learning increase/decrease students' self-learning abilities during the COVID-19 pandemic and the main issues students and teachers face through online education. The present research, an exploratory case study, was conducted at the University of Tlemcen, Department of English, through E-questionnaire to investigate how learning/teaching occurs as a hybrid process that starts in the classroom and continues online. Our findings highlight the importance of Self-Regulated Learning (SRL) in autonomous learning circumstances, such as remote learning, even though the generalizability of our findings has some limitations due to the cross-sectional character of the study and the sampling technique. As a result, fostering SRL should be a top focus in the physical classroom and online education. Self-access language learning centres allow students to learn in a self-directed manner to meet various learning objectives.