online education

On-line training survey in Béjaïa: 90% of scholars don’t assimilate the programs

The health crisis caused by Covid-19 has imposed greater efforts on the Algerian university to use ICT, information and communication technologies and to become familiar with distance learning, which has become a necessity.

HAS Is all bad luck good? Could we seize the opportunity to make digital change a success? Are we ready to teach remotely? What is the result of this experience? What degree of involvement of the main actors of the university? These and other questions are summarized in this question title “What training for teachers in ICT and what practices related to training and online learning for students?”. This is the title of a multidisciplinary international symposium organized on June 28th and 29th by the University of Béjaïa through the Faculty of Letters and Languages ​​and the French Department, in collaboration with the two laboratories LESMS and LAILEMM. The opportunity came at just the right time to delve into the Algerian context through scientific research work and other investigations by specialists.

Marcel Lebrun, professor emeritus of educational technologies in Belgium, tries to clarify things.

Distance learning isn’t just about putting the handouts that teachers drop off at the copy center on the platforms. “If the teacher thinks that his role is to transmit, then he is already replaced by the machine. His job is to support the student., he explains. As a follower of the “flipped classroom” method, he had to remember that “Distance learning has existed since 1850, since the railways existed, because books could be sent by post”.

In his opinion, the real challenge of distance learning is “Bringing a presence from afar”. In other words, “The idea of ​​the flipped classroom is to transport the oral part and the distance learning part”. “The goal, he is arguing, is to reserve presence (in class, editor’s note) for things that are more relevant to learning, real learning activities in presence”. For Prof. Lebrun, the pedagogy must be emphasized. “The tool is nothing if there is no specific training to go with it.” he basically said.

So what is a digital society? “A digital society is not limited to tablets, phones and other electronic media, which are of course the necessary prerequisite. The digital society is not defined by its technical knowledge and know-how, but by its behavior and attitudes, its new approaches. developed by Pr. Lebrun. “Digitalization can contribute to the educational development of a school in harmony with society, but what we do not know is that for this impact of digitalization on pedagogy, it is absolutely necessary that pedagogy first changes, that it adapts to benefit the positive effects of digital technology”, he adds, revealing research that suggests methods that “Create added value” digital with “Hybrid Pedagogy”, that effectively combines face-to-face and distance learning.

field studies

“Distance learning during the Covid-19 pandemic at the University of Béjaïa: pedagogical or technical challenge?” that’s the question the D’s have been asking themselvesrs Nassim Kerboub and Bounouni Ouidad. The survey they carried out with around fifty students from the University of Béjaïa showed this “Main difficulties related to detention and distance learning”. 80% of the students surveyed state that this form of teaching means they cannot ask any questions, 65% answer that there is a lack of practical exercises and 90% point to difficulties in understanding online courses.

The investigation, which was based on the hypotheses of the lack of material resources and “the inadequate use of clear teaching methodology and teaching techniques related to it (reversed teaching)” revealed that 60% of the sample of students answered that they do not have a computer at home and that 70% of them depend on 4G for their connection. “Are you satisfied with the distance learning at your university?”. 91% answered “no”. A similar study was carried out by Dr.right Souame Schahrazed, on a sample of students from the French department of El Taref University. When asked about the effectiveness of their university’s digital platform, the majority of respondents said they had difficulty accessing it. 60% responded but prefer distance learning, e-learning. The survey found that 30% of respondents are not benefiting from the educational support needed to adapt to this new form of distance learning. One-fifth (1/5) of the students surveyed blame computer teachers for not giving them enough practice. “Some teachers prefer to send lessons via email or messenger”, confirms the communicant, who in particular concludes from this “Despite the introduction of ICT in education, there are no real changes in the way some teachers teach”.

The importance of face-to-face teaching and interaction with the teacher is highlighted in Dr.right Karima Siam from the Ecole Normale Supérieure in Bouzaréah with a small group of Master 2 students who were taught online via Google Classroom. If they value the face-to-face method, for the “emotional and cognitive sharing” it allows, but not because they don’t like online courses. Most see the e-learning experience as beneficial for their education, although half of them do not appreciate the way online tutorials are evaluated. “The digital problem is not a tool problem”, Appreciate the Pright Lebrun, for whom the solution lies in necessity “Revising initial teacher education”. “We need a new vision of learning” he recommends. What do the teachers at Jijel University think? The Drs Sissaoui Abdelaziz and Ghimouze Manel interviewed 36 teachers at the Faculty of Literature and Languages. Although they are mostly in favor of the use of ICT, they still regret that the training that was supposed to prepare them for such teaching practice did not follow. Only 8% of respondents have attended such training, the rest have not prepared for it “Educational Innovation”.

For “pedagogical innovation”

This is a concept that assumes “voluntary change” whose crowning depends on the “Motivation” and from “the investment” of the teacher, like the Pright Karima Aït Dahmane, from Blida University 2. From the “Conviction” also of the teacher, it should be added. “Are our academics trained to teach?” she wondered as she judged that question”complex, even contradictory, because the pedagogical approach is private”. The majority of teachers interviewed at Jijel University believe that the ministry’s decisions were made in favor of distance learning “may eventually fill the gaps due to the spread of the pandemic”but has a disadvantage: “This type of teaching cannot achieve the expected results without face-to-face teaching, which remains the only guarantee of assessing the real abilities of the students.”. In the crowd there are teachers who are against this type of teaching and even refuse to stick to it, unconvinced of the usefulness of e-learning. The two researchers concluded “The use of new technologies is too limited and is not used by the majority of teachers who prefer face-to-face teaching”, and suggest that “The use of new technologies requires prior training and the provision of teachers with all the technical means to revitalize teaching methods in the Algerian university”. This is, among other recommendations, the conclusion of Pright Karima Aït Dahmane, who works to equip teachers-researchers “Required financial, technical and logistical resources”convinced that “Reforms are necessary at the university, especially in the area of ​​teacher training”. Innovation in Algerian university goes through “an update of knowledge on digital pedagogy”Listening to students “who may have brilliant ideas” to revise assessment methods from requiring them to “Reproduction of Lessons Encouraging Copying”. Basically there is a need“Creation of a research and quality-oriented university climate in the institutions”. On a pedagogical level, the Pright Karima Aït Dahmane believes that “the methods are relevant if they can be adapted to reality”. And the reality at our universities is also the overloading of student groups and “Sometimes not enough time is devoted to a course”which explains the lack of interaction noted by the speaker.

The Drs Touati Radia and Lounis Lounis from Béjaïa University are thinking about it“The integration of information and communication technologies in the educational context involves thinking about the strategies to be applied in order to meet the needs of the target group addressed by the training.” By proposing strategies that integrate ICTE “for a strengthening training of trainers”, her “The contribution wants to present suggestions for strategies for the use of e-learning in the context of the training of future and current trainers”argues that the online learning platform “Moodle provides a tool-rich environment through which educational activities can be viewed in various forms.”

Abdelli Mahassine from Batna University believes that not using the variety of modules offered by Moodle “is only used for depositing courses», would explain the fact that 47% of the students surveyed answered that this free distance learning platform is not very useful for them. Is there perhaps reason to believe that reading a digital document is more advantageous than a paper document? Is there a difference between the two media? This is the essence of the intervention of the Paris 8 University professor emeritus, Thierry Baccino, specialist in cognitive psychology. His various researches and experiences lead him to conclude: “that when the screen presentation conditions take into account the paper conditions (text structure, page size, character size, etc.), the comprehension and memorization on the screen and the paper are similar..

It must be said that this work, as well as the recommendations of the forty speakers in this e-colloquium, would benefit from being used both for university research and for decision-making in the Algerian University’s development policy.

K. Medjdoub


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