Agility of the Post COVID-19 Strategic Plan on Distance Learning at Cadi Ayyad University. An Opportunity Towards a Total Digital Transformation of the University

Abstract

In early March 2020, Morocco, like most countries, decided to impose restrictive measures to limit the spread of the SARS-CoV-2 virus. Among these measures, all schools and universities, including Cadi Ayyad University (UCA), have been closed so far, forcing students to take distance learning courses.Previously, students and professors were reluctant to use online platforms, but the new closure situation has forced everyone to experiment with these strategies.14 UCA higher education institutions have joined forces to offer students elearning as an alternative to overcome university closures and ensure that learning never stops. 15852 educational resources have been produced to date, covering all UCA programs, with about 70% of the resources produced since the beginning of the pandemic. For this first stage, the university has recovered the bulk of the educational needs.The second phase of the non-disruptive learning process, consists of strengthening interactive online learning with learners to motivate them to prepare for their exams, which have been postponed to September 2020.The last stage of the distance learning process is devoted to the redesign of post-COVID-19 education, taking into account the challenges and experiences gained in the first and second stages.The objective of this paper is to analyze the measures taken to ensure nondisruptive learning in the context of COVID-19. This study will help higher education institutions and the Ministry of Higher Education to compare the different experiences in the country, as well as in other faculties around the world.

OER as a certain solution for uncertain times: A reflection on the initiatives undertaken in Morocco during the covid-19 period

“…By the end of the 2019/2020 academic year, UCA has accumulated over 15852 educational resources covering all of UCA's academic curricula with approximately 70% of resources developed since the beginning of the pandemic, providing learners with a wide selection of educational resources tailored to meet their needs [34]. Figure 2 shows the number of materials produced by each faculty divided into 3 categories: the first one is the resources in PDF-PPT format, which is the most used in all faculties with a total of 8504 materials forming a percentage of 61% of the total number of resources for all faculties.…”

“…These platforms The response of UCA to the crisis of COVID-19, as an example of higher education institutions in Morocco, starting from the production of educational resources, their organization and implementation in the different platforms, until they reach the learner, was the result of a tremendous effort of all the actors of the teaching-learning process. to achieve this, the university has put in place, in terms of infrastructure, new studios to record courses, strengthen the internet network, in parallel with the organization of trainings for the teaching staff by offering them technical support to upgrade their digital skills [34], so that they can produce their courses and disseminate them through all possible means to reach out to the largest possible audience of learners.…”

“…Considering the case of UCA, the different faculties belonging to the university have deployed colossal efforts to properly manage the time of crisis, by employing multiple means, synchronous and asynchronous, which resulted in the provision of a wide range of educational resources in a record time so as to cover the need for resources in all subjects and branches. On the other hand, in order to measure the effectiveness as well as the perceptions of learners and stakeholders on the measures implemented during the crisis, online surveys were distributed in parallel with the analysis of preliminary results obtained on all LMS online platforms (UC@MOOC and E-Campus) throughout this period, the results showed that 20% of the learners were not able to access their courses on the platforms, and 70% of them didn't have access to the synchronous interactive courses, mainly because they lacked adequate computer equipment and Internet connection, particularly in rural areas where the connection speed is very low [34].…”