Evaluation of the implementation and effectiveness of teacher training in distance education: The case of teaching in the city of Casablanca

Khadija Rajali; Zakaria Habybellah; Islam Osma; Mohamed Radid

Keywords:

Online instructional design

Continuing education

Abstract

This article presents an in-depth study aiming to assess the effectiveness of pedagogical reforms implemented in the Moroccan educational system for distance learning, with a specific focus on teachers' adaptation after the confinement period. Our research relies on a mixed methodology incorporating both quantitative and qualitative surveys, involving 102 teachers and 45 inspectors, to provide a comprehensive analysis of the level of preparedness in secondary education for distance learning. Highlighting the specific challenges faced by teachers and inspectors in adapting to distance learning, particularly regarding the preparation and qualification of the Moroccan educational system to meet this new challenge, our study puts forth concrete recommendations to enhance teacher preparedness for e-learning within the Moroccan educational context. These recommendations emphasise continuous training, both before and during the COVID-19 pandemic. Furthermore, we underscore the crucial importance of overcoming identified obstacles, placing particular emphasis on the need for ongoing teacher training to enhance the effectiveness of distance learning in a post-pandemic perspective. Finally, this article suggests that the findings of our study can influence educational policies, both in Casablanca and beyond, underscoring the imperative to draw insights from this transition to distance learning to shape the future of education in Morocco.
References
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13. Goyal, E., & Tambe, S. (2012). Effectiveness of e-learning in higher education: A study of comparative environments. International Journal of Educational Management, 26(7), 725-740. https://doi.org/10.1108/09513541211263731
14. Habybellah, Z. Bassiri, M. Belaaouad, S. Radid, M. & Benmokhtar, S. (2019). Training and Development of Professional Skills: An Analysis of activity in Professional Skills. International Journal of Advanced Trends in Computer Science and Engineering. 8. 2029-2033. 10.30534/ijatcse/2019/28852019.
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34. UNESCO. (2020). COVID-19 Impact on Education. Retrieved from UNESCO.
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37. White, D. (2019). Developing Online Educational Infrastructure. Future Education Press.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Rajali, K., Habybellah, Z., Osma, I., & Radid, M. (2025). Evaluation of the implementation and effectiveness of teacher training in distance education: The case of teaching in the city of Casablanca. Multidisciplinary Science Journal, (| Accepted Articles). Retrieved from https://malque.pub/ojs/index.php/msj/article/view/7161

[1] Aboagye, E., Yawson, J. A., & Appiah, K. N. (2020). COVID-19 and E-Learning: The Challenges of Students in Tertiary Institutions. Education and Information Technologies, 25, 1-20. https://doi.org/10.1007/s10639-020-10396-2

[2] Adams, J. (2019). Challenges in E-learning Adoption. Educational Technology Press.

[3] Ali, M., Uppal, M. A., & Gulliver, S. R. (2018). A conceptual framework highlighting e-learning implementation barriers. Information Technology & People, 31(1), 156-180. https://doi.org/10.1108/ITP-10-2016-0246

[4] Anderson, L. (2021). Digital Teaching Competencies for Modern Educators. Online Learning Institute.

[5] Balanskat, A., Blamire, R., & Kefala, S. (2006). The ICT Impact Report: A review of studies of ICT impact on schools in Europe. European Schoolnet.

[6] Barrette, C. (2004). Towards a meta-synthesis of the impact of ICT on learning and teaching in Quebec colleges.

[7] Brown, P. (2019). Engaging Students in Online Learning. Interactive Learning Publishers.

[8] Clark, K. (2020). ICT Training for Teachers: A Comprehensive Guide. Tech Education Press.

[9] Davies, W. M., Hartshorn, K. J., & McMurry, B. L. (2020). The Use of Zoom Videoconferencing Technology to Promote Engaged Learning and Practice Changing Behaviors in Pre-service Teachers During the COVID-19 Pandemic. Education and Information Technologies, 25(4), 3511-3530. https://doi.org/10.1007/s10639-020-10315-7

[10] Davis, M. (2020). Overcoming Technical Issues in Distance Education. Virtual Learning Press.

[11] Eurydice. (2021). The Impact of COVID-19 on Education: Insights from Eurydice. European Commission. Retrieved from Eurydice.

[12] Evans, R. (2021). The Role of Technical Support in Online Education. E-Learning Support Services.

[13] Goyal, E., & Tambe, S. (2012). Effectiveness of e-learning in higher education: A study of comparative environments. International Journal of Educational Management, 26(7), 725-740. https://doi.org/10.1108/09513541211263731

[14] Habybellah, Z. Bassiri, M. Belaaouad, S. Radid, M. & Benmokhtar, S. (2019). Training and Development of Professional Skills: An Analysis of activity in Professional Skills. International Journal of Advanced Trends in Computer Science and Engineering. 8. 2029-2033. 10.30534/ijatcse/2019/28852019.

[15] Harris, T. (2020). Adapting to Online Teaching During COVID-19. Pandemic Education Press.

[16] Huang, R., & Zhao, J. (2020). Emotional and Psychological Impact of the COVID-19 Outbreak on Education: A Case Study of COVID-19 Schools in China. Psychiatry Research, 295, 113397. doi:10.1016/j.psychres.2020.113397.

[17] Johnson, L. (2020). Innovative Teaching Methods for Remote Education. Digital Education Solutions.

[18] Jones, A., & Clark, K. (2020). Time Management Strategies for Teachers. Professional Development Books.

[19] Karsenti, T. (2001). Pedagogies and new technologies: training teachers for the new millennium. In Actes du IXe sommet de la Francophonie, Colloque Éthique et nouvelles Technologies, l'appropriation des savoirs en question, Beyrouth, 24-28 September.

[20] Martin, S., & Lee, B. (2021). Incentives for ICT Integration in Schools. Educational Policy Review.

[21] Miller, J. (2018). Professional Development for Digital Teaching. Teacher Training Association.

[22] Ministry of National Education of Morocco (2020). Response to COVID-19 in the Education Sector. Retrieved from Ministry of National Education of Morocco.

[23] Moroccan Ministry of Education (2005). Programme GENIE (Généralisation des TIC dans l'Enseignement). Retrieved from Ministère de l'Éducation Nationale du Maroc.

[24] Oludare Jethro, O., Grace, A. M., & Thomas, K. A. (2012). E-learning and its effects on teaching and learning in a global age. International Journal of Academic Research in Business and Social Sciences, 2(1), 203-210. https://doi.org/10.6007/IJARBSS/v2-i1/7

[25] Parker, D. (2019). Effective ICT Training for Educators. Tech Skills Publishers.

[26] Radha, R., Mahalakshmi, K., Kumar, V. S., & Saravanakumar, A. R. (2020). E-Learning during Lockdown of COVID-19 Pandemic: A Global Perspective. International Journal of Control and Automation, 13(4), 1088-1099. http://sersc.org/journals/index.php/IJCA/article/view/28854

[27] Roberts, C., & Green, A. (2019). Building Collaborative Teaching Environments. Collaborative Learning Press.

[28] Selim, H. M. (2007). Critical success factors for e-learning acceptance: Confirmatory factor models. Computers & Education, 49(2), 396-413. https://doi.org/10.1016/j.compedu.2005.09.004

[29] Selwyn, N. (2004). Reconsidering political and popular understandings of the digital divide. New Media & Society, 6(3), 341-362. https://doi.org/10.1177/1461444804042519

[30] Smith, K. (2021). Future of Distance Education: Lessons from the Pandemic. Distance Learning Publications.

[31] Smith, M., et al. (2019). Preferences in Teacher Training Formats. E-Education Press.

[32] Taylor, N. (2018). Synchronous and Asynchronous Learning Methods. Digital Learning Publications.

[33] Thomas, H. (2021). Motivational Strategies for Teacher Engagement in ICT Training. TechEd Innovators.

[34] UNESCO. (2020). COVID-19 Impact on Education. Retrieved from UNESCO.

[35] Walker, P. (2020). Supporting Teachers in the Digital Classroom. E-Support Press.

[36] Walker, S. (2020). COVID-19 and Digital Learning: Emerging Evidence from a Systematic Review. Computers & Education, 160, 104022. https://doi.org/10.1016/j.compedu.2020.104022

[37] White, D. (2019). Developing Online Educational Infrastructure. Future Education Press.

Abstract

References

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