TOWARDS INTEGRATING MOOC IN THE MOROCCAN HIGHER EDUCATIONAL SYSTEM: ECONOMIC PEDAGOGICAL MODEL BASED ON ICT FOR ON-GOING EDUCATION AND TEACHER MOTIVATION

Abstract

After launching LMD (Licence, Master, Doctorat) educational reform in 2013, the Moroccan higher education system encountered many problems and obstacles concerning the integration of information and communication technologies (ICT) in the traditional teaching methods, as tools to enable all training institutions to achieve higher level educational services, especially in a competitive mass education environment. Several targets have been set in this direction:-Improving continuing education of teachers using ICT.-Modernizing teaching practices in training institutions by integrating ICT.-Computerizing and sharing educational content with university learners.-Raising awareness among university students on the importance of distance learning platforms through ICT. Currently, with the provision of training and distance learning platforms such as MOOCs (Massive Open Online Courses), several trainings and online courses, in favor of learners and teachers can be proposed and organized by international training institutions and universities. Distance monitoring will improve the level, motivation and involvement of learners and teachers and therefore the feasibility and adaptability of such training in better and more adequate conditions and situations, especially the commitments of teachers. This paper is an attempt to shed light on teachers' expectations in terms of periodic continuing education. It offers an educational business model of work, using ICT, which meets the requirements of LMD reform for the improvement of the teaching level and the teaching practices. It offers a set of management processes for the moral and material motivation of teachers, their involvement and their massive integration in ongoing , periodic distance training using MOOCs. Finally, it suggests the inclusion of actual efficient and effective approaches in the use of ICT in teaching to facilitate teachers' daily work. This modeling has applications in the Moroccan educational context, especially in some large universities taken as examples for study.