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Transition From Face-to-Face to E-Learning and Pedagogical Model

Transition From Face-to-Face to E-Learning and Pedagogical Model

Ikram Chelliq (Abdelmalek Essaadi University, Morocco), Lamya Anoir (Abdelmalek Essaadi University, Morocco), Mohamed Erradi (Abdelmalek Essaadi University, Morocco), and Mohamed Khaldi (Abdelmalek Essaadi University, Morocco)
Copyright: © 2023 |Pages: 26
DOI: 10.4018/978-1-6684-4423-8.ch003
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Abstract

Various efforts and forms to provide effective e-learning during the COVID-19 crisis forced teachers during this period to re-examine what form learning and teaching can take in the long term and what role e-learning can play when institutions reopen. This transaction from face-to-face learning to distance learning is gradually developing and leading the world towards a fully digital world and with the proliferation of technology and the information and communication technology (ICT) revolution. The field of e-learning has now become a new epitome widely used, accessed, and implemented by institutions. The main objective of the chapter is to shed light on the transition from face-to-face to online learning. The authors define traditional learning after giving an overview of the so-called new pedagogy and comparing it to traditional pedagogy. Then they define the different types of e-learning by proposing examples each time. Towards the end, they specify the different models and methods of e-learning.
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The Pedagogy

Definition

Etymologically comes from the Greek words paidós (child) and Georgia (to lead). In Rome, the paidagôgós was, in fact, the enslaved person in charge of taking the children to the magister. Nowadays, this term still keeps part of its etymological meaning, namely the relation to the one (the child) who has to be taken to the magister to be brought up for instruction or education (Scanlan et al., 1977). The word “pedagogy” first appeared in the French language in 1485, before entering the dictionary of the “Académie Française” in 1761, where it referred either to the practices of the pedagogue or to the more or less learned discourse that can be held on them”, according to Henri Besse. In the early 20th century, E. Durkheim stuck to this second meaning by opposing it to the term education, but in most ordinary or learned discourse, it is the first meaning that prevails” (Besse, 1995; Meeting, 1991).

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