Equity of Pedagogical Comfort and Distance Learning in Times of Crisis
Abstract
The objective of this research is to take stock of the proximity or remoteness of practices for the implementation of distance learning (DL) with the requirements of equity educational comfort. This is an exploratory study on the equity of educational comfort that aims to understand the problem of implementing distance learning in the COVID-19 pandemic period in Morocco. Thus, four dimensions were examined: 1) quantity, quality of teachers, and the student-staff ratio at the Faculty of Science and Technology of Settat (FSTS), 2) the pedagogical approaches pursued, 3) the administrative and technical staff, and 4) the material and financial resources made available to the actors. These dimensions have served as an anchor to identify certain characteristics of the implementation of distance learning in relation to the requirements of equity of pedagogical comfort. The results reveal the existence of discrimination, mainly in the form of unequal access for students to the computer tools and materials and the internet connection essential for distance learning. This observation led us to make various recommendations toward an institution that was able to readjust its fairness policies to restore social justice by equipping students from a weakened socio-economic background with means that make it possible to meet the requirements of equity of pedagogical comfort.
Keywords: crisis, distance learning, equity of pedagogical comfort.
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