在摩洛哥COVID-19爆发后的远程学习
Ismaïl Outoukarte1, Samiha Ben Fares2, Houda Itouni1,3
1Polydisciplinary Research Laboratory in Didactics, Education and Training, CRMEF Marrakech-Safi (LPRDEF), Morocco.
Heliyon
|June 1, 2023
概括
摩洛哥 摩洛哥 摩洛哥 摩洛哥 摩洛哥 摩洛哥
科学领域:
- 教育教育教育教育教育教育.
- 信息和通信技术 (ICT) 的发展
背景情况:
- 摩洛哥的教育系统在COVID-19之前优先考虑了ICT整合.
- 远程教育 (DE) 自1999年以来一直是重点,有各种政府倡议.
- 由于COVID-19大流行,为了教学连续性,需要迅速转向DE.
研究的目的:
- 在COVID-19爆发期间 (2020年4月至6月) 评估远程学习在确保摩洛哥公立学校教学连续性的有效性.
主要方法:
- 采用混合方法的研究方法.
- 来自调查的定量数据分析.
- 在Zoom和Teams平台上进行虚拟课程的参与观察.
主要成果:
- 由于技术和专业知识的局限性,偶尔会使用远程教育.
- 教师利用自我训练和社交媒体来分享资源.
- 视频会议部分解决了教学连续性,显示了学生参与和互动性的承诺.
- 技术方面显示出积极的结果,但需要进行教学和教学方面的改进.
- 平等获得技术和互联网仍然是一个挑战,特别是在农村地区.
结论:
- 虽然视频会议在摩洛哥COVID-19危机期间显示了教学连续性的潜力,但需要付出重大努力.
- 加强教学策略和确保对技术的公平获取对于未来的远程学习成功至关重要.
- 教育部必须解决基础设施缺口,以保证公平的教育机会.
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