The Digitalization of Higher Education in Morocco, Limits, Challenges and Perspectives: Case Study of the Faculty of Letters and Human Sciences University of Ibn Zohr Agadi

Autor/in	Attou, Amal Ben
Titel	The Digitalization of Higher Education in Morocco, Limits, Challenges and Perspectives: Case Study of the Faculty of Letters and Human Sciences University of Ibn Zohr Agadi
Quelle	(2022), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Attou, Amal Ben)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Change; Educational Practices; Higher Education; Technology Uses in Education; Student Behavior; Teaching Methods; Student Attitudes; French; Departments; College Faculty; Teacher Attitudes; Barriers; Technology Integration; Learning Processes; Instructional Innovation; Foreign Countries; Educational History; COVID-19; Pandemics; Distance Education; Comparative Analysis; Computer Assisted Instruction; Information Technology; Resilience (Psychology); Universities; Morocco + Suchen Sie Ihr Suchwort? Bildungsreform; Bildungspraxis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Student behaviour; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Französisch; Department; Abteilung; Fakultät; Lehrerverhalten; Learning process; Lernprozess; Educational Innovation; Bildungsinnovation; Ausland; History of education; Bildungsgeschichte; Distance study; Distance learning; Fernunterricht; Computer based training; Computerunterstützter Unterricht; Informationstechnologie; University; Universität; Marokko
Abstract	This article's interest is to approach the impact and changes occurred by integrating digital pedagogical practices in the Moroccan higher educational system. The paper emphasizes the use of digital technology in the university curriculum, and how the latter shaped students' behavior as well as learning development. Our research methodology is based on observation sessions in which we measured and accessed students' knowledge acquisition, and how the use this digital learning in their research and study process. We also worked on focus groups with students of French department in the faculty of letters and human sciences of Agadir to measure how the digital learning process could increase student's creativity and critical thinking. This methodology is adopted in order to present an overview or the educational context and the appearing challenges in order to propose innovative work perspectives and to design a model of digital learning strategy enhancing student's analysis and interpretation competencies. The main concern of our paper is how can we integrate an innovative impactful digital strategy in the process of learning and teaching in higher education, knowing that this system remains somehow resilient? [For the full proceedings, see ED630948.] (As Provided).
Anmerkungen	International Society for Technology, Education, and Science. 944 Maysey Drive, San Antonio, TX 78227. Tel: 515-294-1075; Fax: 515-294-1003; email: istesoffice@gmail.com; Web site: http://www.istes.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01