Re-visiting the past in search for silver-lining
Moroccan students' perceptions of technology-mediated faculty practices under Covid-19
Bibliographic Data
| ID | 5007002 |
|---|---|
| Authors | Hicham Zyad (0000-0001-5049-5222, Chouaib Doukkali University, corresponding author) |
| Year | 2024 |
| Volume | 29 |
| Issue | 5 |
| Pages | 884-902 |
| Publication date | 2024-09-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of North African Studies (JOURNAL) |
| Journal identifiers | ISSN: 1362-9387 • E-ISSN: 1743-9345 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13629387.2022.2144253 |
| OpenAlex | W4309551095 |
| Language | EN |
| References cited | 29 |
Despite the wide-ranging research on technology-mediated learning, which has contributed immensely to a better understanding of how best it can be implemented, lockdowns during COVID-19 times have revived debates on teacher preparedness to adequately engage in this modality of instruction. Research-validated evidence has shown that a complex combination of technology, pedagogy and content is necessary for impactful teaching practices. Thus, the present paper reports on a qualitative study that investigated students' perceptions of their teachers' performance during the lockdown period. Online interviews and focus groups were conducted with a cohort of 30 university students. The students were selected by means of purposeful sampling informed by a set of pre-defined criteria. Overall, the students reported that most of their teachers utilised asynchronous teaching modalities. Also of interest was the finding that a small proportion of faculty varied the instructional deliverable with a clear intent to cater for a wider spectrum of student learning pace and style. Under COVID-19, additionally, distance education was hugely crippled by student psychological ill-being. One of the implications of these findings, among others, is the pressing need, now more than ever, for comprehensive and intensive teacher professional programs focused on technology-enhanced methodology
Asynchronous communication · Best practice · Coronavirus disease 2019 (COVID-19 · Deliverable · Diversity (politics · Focus group · Mathematics education · Medical education · Modalities · Pace · Pedagogy · Perception · Political science · Preparedness · Set (abstract data type · Sociology · Computer Science · COVID-19 and Mental Health · Educational Innovations and Technology · Engineering · Medicine · Psychology · Technology-Enhanced Education Studies
Interpretative phenomenological analysis.
The Sage Handbook of Qualitative Research in Psychology
Online Education and the Covid-19 Outbreak
Faculty readiness for online crisis teaching
The impact of Covid-19
Psychological Wellbeing and Academic Experience of University Students in Australia during Covid-19
Conceptualising leadership and emotions in higher education
Critical reflections on the benefits of ICT in education
Assessing Distance Learning in Higher Education during the Covid-19 Pandemic
| Citation velocity | historical |
|---|---|
| Highly cited | No |