Distance Learning in Moroccan Universities during Confinement Period from the Students’ Viewpoint

Abstract

This study aims to assess the reality of distance learning in Moroccan universities in exceptional circumstances imposed by the COVID-19 pandemic, which forced the Moroccan government to suspend face-to-face study and compensate for it by distance learning for preserving the students’ pedagogical continuity. The inclusion of interactive platforms for the benefit of students to ensure pedagogical communication with professors and the monitoring of lessons through them is among the most important decisions in Moroccan universities. However, this teaching style has defined several obstacles and problems, which we have tried to assess through a student opinion survey questionnaire to identify their opinions on the extent to which university distance learning has achieved the objectives set by the Moroccan education system. The importance of the study lies in the fact that the student is the center of the teaching-learning process, which makes knowing his attitudes towards distance education one of the things that must be studied and analyzed. This may enable officials to monitor realistic data and restructure the education system to achieve successful educational outcomes. First, the study concluded that the students encountered material and financial difficulties related to the logistical means and Internet connection, which negatively affected the students’ motivation toward distance learning. Then, the study concluded that the digital content available to students was ineffective. Finally, the researchers concluded that the distance learning option could not compensate for face-to-face teaching in Moroccan universities.

Keywords: distance learning, pedagogical continuity, motivation to learn, learning technology, Morocco.

https://doi.org/10.55463/issn.1674-2974.49.6.21