Teacher e-Training and Student e-Learning during the Period of Confinement Caused by Covid-19 in Case of Morocco

The rapid advance of the new coronavirus imposes several drastic measures on the authorities to contain the virus and prevent its spread. The Ministry of Education has decreed the suspension of face-to-face classes in all schools. The pedagogical continuity, now a priority, must be carried out remotely through video conferencing, platforms, video capsules The main questions of this research are: What are the success factors of distance learning and training in Moroccan context? This raises a whole range of questions: are teachers able to adopt this new teaching method? Are the means available and adequate to ensure distance learning? What about the training of teachers to cope with this unexpected radical change? Based on the results obtained from a population of 126 teachers, we discovery that 91% of teachers said that they have adopted the online teaching but it is not really e-learning as recognized by the specialists, its objective is rather to maintain communication with the students. While 9% have not used this mode of teaching, they point out that this type of teaching does not guarantee equal opportunities for learners. We have therefore concluded that the necessary material resources must be made available to ensure the success of this type of teaching, such as computers and the Internet, as well as the necessary training for teachers to develop their skills associated with managing distance learning.

@article{Omari2022,
  title     = {Teacher e-Training and Student e-Learning during the Period of Confinement Caused by Covid-19 in Case of Morocco},
  journal   = {International Journal of Advanced Computer Science and Applications},
  volume    = {13},
  number    = {2},
  year      = {2022},
  publisher = {The Science and Information Organization},
  author    = {Abdessamad El Omari and Malika Tridane and Said Belaaouad},
  doi       = {10.14569/IJACSA.2022.0130294},
  url       = {https://doi.org/10.14569/IJACSA.2022.0130294}
}