Distance learning during and after COVID-19: reality and challenges
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Salma Moutaouakkil
moutaouakkil.salma@gmail.com
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https://doi.org/10.56754/0718-4867.2024.3678Abstract
First, we examine the impact of COVID-19 on the Moroccan education system and the many challenges it has created for the Moroccan educational community to guarantee pedagogical continuity in terms of internet connection, pedagogical approach, and the generation of hybrid learning strategies, which combine face-to-face and online work. Secondly, we offer some essential ingredients in digital teaching, such as the new current pedagogical trends based on the use of platforms, specific educational software, and different ICT resources, which are considered modern and essential tools to research and create learning spaces, through the network, applicable to any educational level and always adapting the theme to the contents of the program and the student's profile. Below, details provide the national context and the proposed recommendations for the promotion of education, science, and culture, which represent a priority of the Moroccan government and an important lever to achieve sustainable development goals.
Palabras Clave
Benkaraach, T., Benabdelouahed, R., Belafhaili, M., Dafir, A., Nefzaoui, A., & El- marhoum, A. (2020). Continuité pédagogique et enseignement à distance en période de confinement : Perception et satisfaction des acteurs. researchgate.net. https://www.researchgate.net/publication/343682049_Continuite_pedagogique_et_enseignement_a_distance_en_periode_de_confinement_Perception_et_satisfaction_des_acteurs
Churches, A. (2008). Bloom’s digital taxonomy. researchgate.net. https://www.researchgate.net/publication/228381038_Bloom's_Digital_Taxonomy
Douieb, M. M. (2021). La integración de las TIC en la Universidad marroquí: aproximación pedagógica. Communication papers, 10(20), 101- 117. https://raco.cat/index.php/communication/article/view/391105
Ortega-Nogales, T. (21 de enero, 2021). Una segunda oportunidad para la educación en Marruecos. El país. https://elpais.com/planeta-futuro/2021-01-20/una-segunda-oportunidad-para-la-educacion-en-marruecos.html
Ortiz, J. (15 de noviembre, 2021). Los retos del futuro de la educación digital en Marruecos. Atalayar. Entre dos orillas. https://www.atalayar.com/articulo/sociedad/retos-futuro-educacion-digital-marruecos/20211115150112153766.html
Parra-Giménez, F. (2017). La Taxonomía de Boom en el modelo Flipped Classroom. SEMANTIC SCHOLAR. https://www.semanticscholar.org/paper/La-Taxonom%C3%ADa-de-Bloom-en-el-modelo-Flipped-Gim%C3%A9nez-Jes%C3%BAs/239a02a2ee015b6e36afce6f1ce952ab8b395146
Pérez-García, Á. (2021). Retos y desafíos de la educación post pandémica. Aula De Encuentro, 23(1), 1-4. https://doi.org/10.17561/ae.v23n1.6246
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