The global spread of the COVID-19 pandemic has caused one of the most extensive school closures worldwide, sending over one billion students home away from their schools, teachers, and classmates. Governments opted for online education to ensure the continuity of learning. Teachers in Morocco have opted for different tech tools and platforms to design and deliver online classes. This study aims to assess the impact and effectiveness of online teaching during the COVID 19 outbreak among teachers in Morocco. Based on the theoretical framework Online Collaborative Learning (OCL), an online survey questionnaire is employed as a data collection instrument. A total of 421 Moroccan teachers from different regions all over Morocco took part in the study. This paper used the Statistical Package for Social Sciences (SPSS) software to analyze the collected data and determine the impact and quality of online teaching during the Covid-19 national school closure in Morocco. The results showed that most of the teachers faced numerous technology, training, and socio-economic challenges that acted as barriers to the processes of online education. The findings obtained can be of use in making future decisions concerning the implementation of teaching and learning online programs in Morocco considering the teachers’ perspective.

The global spread of the COVID-19 pandemic has caused one of the most extensive school closures worldwide, sending over one billion students home away from their schools, teachers, and classmates. Governments opted for online education to ensure the continuity of learning. Teachers in Morocco have opted for different tech tools and platforms to design and deliver online classes. This study aims to assess the impact and effectiveness of online teaching during the COVID 19 outbreak among teachers in Morocco. Based on the theoretical framework Online Collaborative Learning (OCL), an online survey questionnaire is employed as a data collection instrument. A total of 421 Moroccan teachers from different regions all over Morocco took part in the study. This paper used the Statistical Package for Social Sciences (SPSS) software to analyze the collected data and determine the impact and quality of online teaching during the Covid-19 national school closure in Morocco. The results showed that most of the teachers faced numerous technology, training, and socio-economic challenges that acted as barriers to the processes of online education. The findings obtained can be of use in making future decisions concerning the implementation of teaching and learning online programs in Morocco considering the teachers’ perspective

No abstract

The COVID19 outbreak has pushed many countries to close schools in an attempt to slow down the spread of the virus. In this context, educators were forced to quickly shift their teaching from face-to-face to remote teaching. As a result, there was a clear gap in the teachers’ preparation and readiness for such a transition to teaching online. This article aims to tackle educators’ experiences during this crisis, shedding light on the lessons learnt. To do that, we contacted 1200 teachers, through an online questionnaire, from all over Morocco, but we got a total of 948 answers. In this paper, we discuss preliminary survey findings and recommendations for better preparing and supporting educators to teach remotely in times of emergency.

MOOCs (Massive Open Online Courses) have become a modern concept in education and new meaningful learning environment for technology-enhanced learning, where huge numbers of users worldwide access free, online-based, open content generated by world-renowned institutions. To provide successful MOOC environments requires recognizing the learners' motivations to utilize MOOCs programs. Because of the scarcity of research on MOOCs' use for teacher's professional development, it makes use of information technologies to enhance the learning experience for teachers and students. The present study seeks to investigate acceptance and readiness towards MOOCs' use for continuing professional development besides the degree to which teachers benefit from MOOCs. A survey questionnaire based on TAM (Technology Acceptance Model) [8] is employed as a data collection instrument regarding Usefulness(U), Perceived Ease of Use (PEU), User Satisfaction and Attribute of Usability (USAU) of MOOCs in professional development. The population is senior high secondary school teachers of English from different regions of Morocco. The analysis of the results obtained from various statistical tests revealed that teachers accepted MOOCs programs for continuing professional development with an objective of developing, acquiring and consolidating the necessary insight, skills and competencies required in modern teaching for 21-century education. Most teachers attending MOOCs' programs for continuing professional development were satisfied with the results they obtained from their participation. They also reported that MOOCs programs had an unequivocal and effective impact on their professional and career development.