Digital Learning : Challenges and Issues

Abstract

Today, teaching / learning is subject to a radical change of reference. This change is essentially related to the relationships uniting the learner to knowledge, regarding times and spaces reserved for this operation, as well as the importance of the collective in learning. Indeed, the current changes have come in time to question the role and training of teachers, who on the one hand have taken advantage of new opportunities regarding developing learner-centered pedagogies; however, on the other hand. , they in turn have to face new challenges.E- learning is an appropriate remedy for schools in various, even heterogeneous situations (e.g., geographically dispersed learners). In a stand-alone online course, learners can analyze the course equipment in question at the desired times. To do this, it is recommended that these learners have direct access to online documents considered interactive and autonomous. However, this learning can be seen as simplified and conducted at a specific time, which often includes self-learning modules with partnership activities, such as negotiations or working groups. Several media can be used to create information reserved for e-Learning, whether linguistic or iconic, such as texts, images, animations, sounds, photographs and films. The possibility of an ideal combination of multimedia components depends on the pedagogical approach and the obligations regarding technology and resources.Moreover, if this learning is done online or separately, and if the approach will be synchronous or asynchronous, it is necessary to consider the factors related to the learners, such as the time available and the specialized knowledge, as well as the specialized aspects, to know; hardware, software and Internet transfer rate desires. The generalized verification strategy and procedures for measuring learner progress should also be defined during the design phase.Therefore, online courses are the ideal, even reliable, and practical medium with intense qualities for developing educational content without physical obligations, especially in crisis. Other advantages of this kind of teaching, namely online courses, they give flexibility of learning and quick access to educational media and technological tools. The education in question could hardly be based on a one-size-fits-all approach, when technology could reduce the intense workload of all teachers. In such a context, it is necessary to reflect on the profession of teachers of the future: Can they accomplish their tasks as expected? Can they resist the same roles and in what status? What training should they benefit from? Would the content of their courses still be relevant? What would be the uses, and even the limits, of digital technology to support good educational continuity in the future? Thus, many research questions are asked and which have led us to additional work on the subject in question