Authors : Meriem ALAOUI; Khalid Herradi; Soukayna OUACHI

Volume/Issue : Volume 9 - 2024, Issue 11 - November

Google Scholar : https://tinyurl.com/5ap2htv5

Scribd : https://tinyurl.com/5fwcu4uz

DOI : https://doi.org/10.38124/ijisrt/IJISRT24NOV858

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : In the history of Moroccan education, the date of March 16th, 2020, is a crucial milestone that reminds us of the closure of all schools and universities following the enforced home confinement by local authorities. That day marks a new shift to educational habits and practices for all generations, since everyone did completely move to online education using different platforms. The pandemic Covid-19 introduced nontraditional ways of learning based on IT technology, telco and internet. It is a true ice breaker that opened doors to new ways of learning and teaching. Although online teaching at university and higher education schools was not easily welcomed at first due to IT constraints, equipment, training, etc, the authors consider it as a true revolution in the educational system in Morocco as these online methods were never put in place before. Through this research, first, the authors shed light over the impact of the pandemic on the education system in Morocco and how it did shift education to the next level using online learning, internet, video conferencing... Then, they draw recommendations on how to build upon this experience and include it in the future of education via online and hybrid methods.

Keywords : Covid-19, Digitalization, Education, IT, ITC, Learning, Morocco, Online, Pandemic, Teleworking.

References :

1. Ali, W. (2018). Transforming Higher Education Landscape with Hybrid/Blended Approach as an evolving Paradigm. Journal of Advances in Social Science and Humanities, 3(7), 143-169.
2. Ali, W. (2019). The Efficacy of Evolving Technology in Conceptualizing Pedagogy and Practice in Higher Education. Journal of Higher Education Studies, 9(2), 81-95. https://doi.org/10.5539/hes.v9n2p81
3. Ambient Insight Research. (2016). International learning market research. http://www. ambientinsight.com/Reports/eLearning.aspx
4. ANRT. (2019). Enquete de collecte des indicateurs aupres des menages et des individus aupres au niveau national au titre de l’annee 2018. ANRT, 2, 1–13.
5. Benkaraache, T., & Dafir, A. (2020). confinement : Perception et satisfaction des acteurs Continuité pédagogique et enseignement à distance en période de confinement : Perception et satisfaction des acteurs universitaires Enquête nationale auprès des étudiants et des enseignants. October.
6. Buabeng-Andoh, C., & Yidana, I. (2014). An investigation of secondary school students' attitudes toward pedagogical use of ICT in learning in Ghana. Interactive Technology and Smart Education, 11(4), 302-314. https://doi.org/10.1108/ITSE-10-2013-0024
7. Buabeng-Andoh, C. (2015). ICT usage in Ghanaian secondary schools: teachers' perspectives. The International Journal of Information and Learning Technology, 32(5), 300-312. https://doi.org/10.1108/IJILT-09-2015-0022
8. Conseil National de l’éducation. (2015). Vision strategique 2015-2030.
9. Conseil Supérieur de l’Education, de la Formation et de la Recherche Scientifique et Instance nationale de l’évaluation du système d’éducation,  de formation et de recherche scientifique en partenariat avec l’UNICEF. (2021). Rapport thématique: Enseignement au temps de COVID au Maroc.
10. CoSN. (2020). COVID-19 Response: Preparing to Take School Online. Retrieved from https://www.cosn.org/sites/default/files/COVID-19%20Member%20Exclusive_0.pdf
11. Czerniewicz, L. (2020). What we learnt from “going online” during university shutdowns in South Africa. Retrieved from https://philonedtech.com/what-we-learnt-from-going-online-during-university-shutdowns-in-south-africa/
12. Ertmer, P. A., & Otternbreit-Leftwich, A. T. (2019). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42, 255-284. https://doi.org/10.1080/15391523.2010.10782551
13. Geng, S., Law, K., & Niu, B. (2019). Investigating self-directed learning and technology readiness in blending learning environment. International Journal of Educational Technology in Higher Education, 16. https://doi.org/10.1186/s41239-019-0147-0ANRT. (2019). ENQUETE DE COLLECTE DES INDICATEURS TIC AUPRES DES MENAGES ET DES INDIVIDUS AU NIVEAU NATIONAL AU TITRE DE L’ANNEE 2018. ANRT, 2, 1–13.
14. Benkaraache, T., & Dafir, A. (2020). confinement : Perception et satisfaction des acteurs Continuité pédagogique et enseignement à distance en période de confinement : Perception et satisfaction des acteurs universitaires Enquête nationale auprès des étudiants et des enseignants. October.
15. Conseil National de l’éducation. (2015). Vision strategique 2015-2030.
16. Conseil Supérieur de l’Education, de la Formation et de la Recherche Scientifique et Instance nationale de l’évaluation du système d’éducation,  de formation et de recherche scientifique en partenariat avec l’UNICEF. (2021). Rapport thématique: Enseignement au temps de COVID au Maroc.
17. Hantem, A. (2020). Les conditions de l ’ enseignement à distance pendant le confinement dû au COVID19 : Cas de l ’ enseignement supérieur au Maroc . Aziz Hantem To cite this version : HAL Id : hal-02883214.
18. Journal, I., & Education, H. (2022). Beninese Universities in the Context of the COVID-19 Pandemic : The Views of Students at the University of Parakou.
19. Wotto, M. (2020). The Future High Education Distance Learning in Canada , the United States , and France : Insights From Before COVID-19 Secondary Data Analysis. https://doi.org/10.1177/0047239520940624
20. Hennessy, S., Deaney, R., & Ruthven, K. (2006). Situated expertise in integrating use of multimedia simulation into secondary science teaching. International Journal of Science Education, 28(7), 701-732. https://doi.org/10.1080/09500690500404656
21. Journal, I., & Education, H. (2022). Beninese Universities in the Context of the COVID-19 Pandemic : The Views of Students at the University of Parakou.
22. Lee, Y., Hsiao, C., & Ho, C. H. (2014). The effects of various multimedia instructional materials on students‟ learning responses and outcomes: A comparative experimental study. Computers in Human Behavior, 40, 119-132. https://doi.org/10.1016/j.chb.2014.07.041
23. Levitt, H. M. (2018). How to conduct a qualitative meta-analysis: Tailoring methods to enhance methodological integrity. Review PMID, 28(3), 367-378. https://doi.org/10.1080/10503307.2018.1447708
24. Li, S., Yamaguchi, S., & Takada, J.-i. (2018). Understanding factors affecting primary school teachers' use of ICT for student-centered education in Mongolia. International Journal of Education and Development using Information and Communication Technology, 14(1), 103-117.
25. Lilllejord, S., Børte, K., & Ruud, E. (2018). Teaching and Learning With Technology in Higher Education.
26. Mirzajani, H., Mahmud, R., Fauzi Mohd Ayub, A., & Wong, S. L. (2016). Teachers' acceptance of ICT and its integration in the classroom. Quality Assurance in Education, 24(1), 26-40. https://doi.org/10.1108/QAE-06-2014-0025
27. Murgatrotd, S. (2020). COVID-19 and Online Learning.
28. O‟Sullivan, D. (2018). Schools' role in addressing the Digital Native Fallacy. Retrieved from http://www.bcs.org/content/ConWebDoc/55719
29. PERAYA, D. (2003). http://www.unige.ch/fapse/SSE/groups/REF-2003/Cadrage_04.doc
30. REBOUL, Olivier (1991), «Qu’est-ce qu’apprendre? Pour une philosophie de l’enseignement».PUF, collection « l’éducateur »
31. Sadegül Akbaba, A., Kalayci, E., & Avci, Ü. (2011). Integrating ICT at the Faculty Level: A Case Study. TOJET : The Turkish Online Journal of Educational Technology, 10(4).
32. Shava, H., Chinyamurindi, W., & Somdyala, A. (2016). An investigation into the usage of mobile phones among technical and vocational educational and training students in South Africa. South African Journal of Information Management, 18(1), 1-8. http://dx.doi.org/10.4102/sajim.v18i1.716
33. SMATI, R. (2011). Eloge de la vitesse : la revanche de la génération texto. Paris, Editions d’organisation, groupe Eyrolles, p 57.
34. Smith, J. A., & Judd, J. (2020). COVID-19: Vulnerability and the power of privilege in a pandemic. Health Promotion Journal of Australia, 31(2), 158-160. http://dx.doi.org/10.1002/hpja.333
35. Stadler-Altmann, U. (2015). Learning Environment: The Influence of School and Classroom Space on Education. p. 252-262.
36. Sommer, H. (2014). Digital competence study. Intermediate results. Retrieved from https://www.youtube.com/watch?v=BtAFgBiTb5g
37. Thomas, O. O., & Israel, O. O. (2013). Effectiveness of animation and multimedia teaching on students‟ performance in science subjects. British Journal of Education, Society & Behavioural Science, 4(2), 201-210. https://doi.org/10.9734/BJESBS/2014/3340
38. UNESCO. (2020). COVID-19 Educational Disruption and Response. Retrieved from https://en.unesco.org/covid19/educationresponse/
39. Vrasidas, C. (2015). The rhetoric of reform and teachers‟ use of ICT. British Journal of Educational Technology, 46(2), 370-380. https://doi.org/10.1111/bjet.12149
40. World Bank. (2020a). Guidance Note: Remote Learning & COVID-19. Retrieved from
41. http://documents.worldbank.org/curated/en/531681585957264427/pdf/Guidance-Note-on-Remote-Learning -and-COVID-19.pdf
42. World Bank. (2020b). Remote Learning and COVID-19 The use of educational technologies at scale across an education system as a result of massive school closings in response to the COVID-19 pandemic to enable distance education and online learning. Retrieved from file:///E:/PC/Rapid-Response-Briefing-Note-Remote-Learning-and-COVID-19-Outbreak.pdf
43. Wotto, M. (2020). The Future High Education Distance Learning in Canada , the United States, and France : Insights From Before COVID-19 Secondary Data Analysis. https://doi.org/10.1177/0047239520940624
44. Yunus, M. M. (2007). Malaysian ESL teachers' use of ICT in their classrooms: expectations and realities. ReCALL: the Journal of EUROCALL, 19(1), 79-95. https://doi.org/10.1017/S0958344007000614
45. Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending ClassesWithout Stopping Learning: China‟s Education Emergency Management Policy in the COVID-19 Outbreak. Journal of Risk and Financial Management, 13(55), 1-6. https://doi.org/10.3390/jrfm13030055