E-Learning Perceptions and Challenges Amid COVID-19: Moroccan Higher Education Teachers in Institutions With Regulated Access as a Case Study

E-Learning Perceptions and Challenges Amid COVID-19: Moroccan Higher Education Teachers in Institutions With Regulated Access as a Case Study

Asmae Belkhou, Mounia Ghalmat
DOI: 10.4018/978-1-6684-7869-1.ch011
(Individual Chapters)
No Current Special Offers


To ensure learning continuity and to improve students' learning outcomes, teachers embraced a range of methods for teaching online from recording lectures to posting videos and notes. Thanks to these virtual learning environments, students were offered a solid mechanism with a view of ensuring the continuity of their education amidst the pandemic. This chapter investigates the university teachers' perceptions, evaluates their experience amid the COVID-19 pandemic, and explores the challenges that hinder the implementation of an efficient online education process. In this study, 57 professors from Higher School of Technology of Sidi Mohamed Ben Abdallah University responded to an online survey. The results revealed that in spite of the technical and pedagogical challenges, university professors hold a positive attitude towards online learning. The findings will help to develop sound strategies for a successful implementation of online teaching-learning for the long term and build resilience in the Moroccan educational system.
Chapter Preview


More than just a health crisis, COVID-19 pandemic has impacted the socio-economic, psycho-emotional, and educational systems not only in Morocco but across the world. The COVID-19 pandemic has disrupted all aspects of our lives and has imposed unprecedented changes in all sectors including higher education. During the lockdowns and quarantines, the whole educational system was drastically affected where 87% of the world’s student population was affected and 1.52 billion learners were out of school (UNESCO, 2020). To limit the spread of the virus, the Moroccan government imposed a national lockdown and the ministry of education announced the closure of all educational institutions from pre-primary to tertiary. As a result, academic institutions were compelled to embrace the digital academic experience and to shift from traditional face-to-face instruction to synchronous and asynchronous online learning methods whereby teaching was undertaken remotely and on digital platforms to ensure safety in the first place and non-stop teaching and learning. Teachers and learners had to adopt virtual learning regardless of whether or not they were ready for this sudden transition. Professors who were earlier sceptical and reluctant to change their traditional pedagogical approach had no choice but to move to online teaching-learning pedagogy and adapt to the new changing situation. Besides, integrating Information Technology in education does not only require subject matter knowledge, but also technology literacy and digital pedagogical knowledge so as to set the ground for a resilient educational system. Nonetheless, the transformation of all courses online within a short period of time has revealed the Moroccan educational system agility and resilience in times of crisis. Moreover, online teaching-learning has made possible the development of an array of educational practices and courses platforms. Thanks to it, instructors could respond to students' requirements and different learning styles, break down the barriers of time and space and allow the students to learn at their own pace.

Key Terms in this Chapter

Information and Communication Technologies (ICT): refers to a variety set of technological tools and resources used to collect, transmit, store, use, create, send or exchange information electronically.

Online Learning: it is a web-based e-learning solution where digital learning resources are provided to facilitate technological content and interaction for teaching and learning. All learners can have access to a broad educational content that meet their learning needs and styles.

Professors’ perception: perception is defined as the recognition and understanding of events, objects, and stimuli through the use of senses. (Lgman Dictionary of Language a teaching and Applied Linguistics (Richards & Schmidt, 2010:427). It is based on internal factors: needs, suitability, knowledge, and experience as well as External factor is stimuli received from environment.

Challenges: obstacles and barriers that hamper successful online learning implementation in higher education institutions.

COVID-19 Pandemic: The COVID-19 pandemic is a global outbreak of coronavirus, an infectious disease caused by the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) virus. (WHO, 2020)

Complete Chapter List

Search this Book: