Assessing Covid-19 pandemic-forced transitioning to distance e-learning in Moroccan universities: an empirical, analytical critical study of implementality and achievability

Ennam, Abdelghanie

doi:10.1080/13629387.2021.1937138

Cited by 11 publications

(4 citation statements)

References 8 publications

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“…There were several questions raised through different types of media concerning the ability of distance learning to cater for students' learning needs and expectations; especially that the overall image was still hazy and indefinite. In response to this, several research studies were conducted; however, the majority of research that was conducted in this respect focused mainly on assessing the implementation of distance learning from the perspective of teachers [21], while other research focused on assessing the readiness of Moroccan institutions to adapt to distance learning during the pandemic [22]. The aim of this research paper is to investigate the experiences of Moroccan undergraduate students of English with distance learning in terms of readiness, satisfaction and perceived barriers.…”

Section: Introductionmentioning

confidence: 99%

Distance learning during COVID-19 pandemic: A study of Moroccan university students

Hafa

Moubtassime

2023

IJERE

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Because of COVID-19, distance learning was adopted by the majority of educational institutions as a strategy to ensure the continuity of education. In Morocco, forcing students to change their traditional learning methods has put them through an unprecedented learning experience. This study aims at investigating Moroccan university students of English experiences with distance learning during the pandemic in terms of readiness, satisfaction and perceived barriers. To achieve the objectives of the study, the researchers relied on an exploratory descriptive approach through a self-developed online questionnaire involving 138 respondents. The results indicate that students’ readiness to engage in distance learning was found to be at a moderate level. Additionally, the participants reported a low level of satisfaction with their experience of distance learning during COVID-19 pandemic. Thus, they preferred face-to-face learning over distance learning. Lack of previous experience with distance learning, lack of needed technology and inadequate internet connection were found to be among the major barriers to distance learning during the pandemic. Furthermore, the respondents expressed concerns on issues related to motivation, interaction and lack of technical skills. The findings of this study were discussed and compared to the findings of other related studies.

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Section: Introductionmentioning

confidence: 99%

Distance learning during COVID-19 pandemic: A study of Moroccan university students

Hafa

Moubtassime

2023

IJERE

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“…Students in an online course take responsibility for their own learning as they could decide when, where, and when to use the learning material 33 . Learning motivation is directly linked to SRL, which was operable through high self-e cacy and positive learning intention in the learning processes 34 . Several prior studies demonstrate that motivational constructs are positively linked with or predicted cognitive engagement such as self-regulatory strategies 35,36 .…”

Section: Learning Motivationmentioning

confidence: 99%

Motivation and SRL in Home-Based Online Learning for University Students: A Second-Order Mediation Model

Xue,

Wang,

et al. 2024

Preprint

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Large-scale online learning for university students is often plagued by challenges such as lack of learning motivation and autonomy. The achievement motivation theory emphasizes the individual’s motivation to pursue success and avoid failure. Based on the achievement motivation theory, this study aims to extend the research on understanding the relationship between learning motivation and self-regulated learning (SRL), including goal-setting, strategy use, self-regulation, and self-evaluation, by identifying possible mediators in this relationship. To achieve this, we survey 559 participants who are compelled to switch to home-based online learning (HBOL). Using structural equation modeling partial least squares (SEM-PLS) and Shapley value, we examine the effects of learning motivation, learning intention, and self-efficacy on SRL. Our findings reveal that learning motivation has both a direct and significant impact on SRL, as well as an indirect influence via self-efficacy and learning intention. These results underscore the importance of confidence and intention in successful online SRL for university students, and provide a foundation for further research in this area.

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“…Distance e-Learning (DEL) emerged as the method of teaching to maintain the continuity of education during the pandemic [5]. DEL is defined as "using computer technology to deliver training, including technology-supported learning online, offline, or both" [6].…”

Section: Introductionmentioning

confidence: 99%

“…This shift was considered the best solution to clinical education problems in the era of COVID-19. The effectiveness of DEL amidst the COVID-19 crisis has been investigated in several studies [5,7,8]. A survey by Al-Balas et al showed that distance learning was the best solution to maintain clinical learning processes in emergency situations such as the COVID-19 pandemic [6].…”

Section: Introductionmentioning

confidence: 99%

Medical students’ perceptions towards distance e-Learning in gynecology ward during the COVID-19 pandemic

et al. 2023

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Introduction The coronavirus disease 2019 (COVID-19) pandemic has caused serious public health problems and compromised the health of individuals and communities. This study aimed to evaluate a Distance e-Learning from the perspective of medical students in the Gynecology ward during the COVID-19 Pandemic. Material and methods This cross-sectional study was conducted at the Iran University of Medical from the September 2020 to September 2021. The study sample included 130 medical students who participated in distance training courses in the gynecology ward during the COVID-19 pandemic. All medical students were included for the study. Medical students (externs and interns), who received Distance eLearning in the gynecology ward during the study, were included. The self-administered questionnaire was used in this study. Questionnaires was developed through literature review and consultation with gynecology and eLearning experts. Face and content validity was established by eight experts. Internal consistency was assessed with Cronbach’s alpha. Results The questionnaire was sent to 170 medical students. Of the 130 respondents 65% were female and 35% were male. There were 57 (43.8%) externs and 73 (56.2) interns. Most students agreed that mobile devices increase their learning and home is the preferred place for participation in DE. Most students (66.9%) either strongly disagreed or disagreed that Distance e-Learning was an appropriate method for learning basic clinical skills.72.3% of respondents strongly disagreed or disagreed that Distance e-Learning provided them an opportunity to practice clinical skills effectively. Most medical students (69.3%) strongly agreed or agreed that Distance e-Learning created more opportunities to apply theoretical knowledge directly to medical practice. Discussion The results of the online survey suggest that medical students have found both positive and negative aspects of clinical learning by DEL format in Gynecology ward.

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Assessing Covid-19 pandemic-forced transitioning to distance e-learning in Moroccan universities: an empirical, analytical critical study of implementality and achievability

Cited by 11 publications

References 8 publications

Distance learning during COVID-19 pandemic: A study of Moroccan university students

Distance learning during COVID-19 pandemic: A study of Moroccan university students

Motivation and SRL in Home-Based Online Learning for University Students: A Second-Order Mediation Model

Medical students’ perceptions towards distance e-Learning in gynecology ward during the COVID-19 pandemic

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