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Distance Learning during Lockdown: Satisfaction Assessment among Moroccan Trainee Teachers

Zineb Boumaaize, Youssef El Madhi, Abdelmajid Soulaymani, Bouazza El Wahbi, and Hanan El Faylali

Abstract—Like everywhere in the world, the sudden onset of the coronavirus pandemic and the consequent closure of schools has imposed distance education as a compulsory alternative. Therefore, teachers have switched to distance education; students have been invited to join the platforms set up. Similarly, Regional Center for Education and Training (CRMEF) has been mobilized to ensure the continuity of the pre-service training for future teachers. This research aims to assess the distance education satisfaction of future teachers during confinement. A descriptive study was conducted by using the Google Forms tool. No less than 360 trainee teachers from the Rabat-Salé-Kenitra Regional Center (CRMEF) participated in the study. A qualitative approach was carried out to develop the construct. After validation of the questionnaire by the research committee, the questionnaire was self-administered. The reliability of the questionnaire was determined. A total of 360 responses were received (30% men and 70% women). Cronbach's alpha of the questionnaire turns out to be 0.8. On the whole, 58.33% of the confined trainees were dissatisfied about distance learning. 60% of the participants did not have computer equipment, while 73.33% reported that they have connection and network problems. Switching to distance learning was not a choice. Remains the best solution to complete the modules of the qualifying training of trainee teachers before their assignment. Empirical research findings and recommendations need to be taken into consideration to practice this approach in the post-pandemic period.

Index Terms—Covid-19, CRMEF, distance Learning, trainee teacher, satisfaction.

Zineb Boumaaize and Hanan El Faylali are with Laboratory of Informatics Systems and Optimization, Faculty of Science, Ibn Tofail University, Kénitra, Morocco (e-mail: zineb.boumaaize@uit.ac.ma, hanan.elfaylali@uit.ac.ma).
Abdelmajid Soulaymani and Bouazza El Wahbi are with Research Laboratory: Education, Environment & Health (EES) at CRMEF Rabat / Salé / Kenitra, and with Laboratory of Genetics and Biometrics, Faculty of Science, Ibn Tofail University, Kénitra, Morocco (e-mail: youssmad@yahoo.fr, soulaymani@uit.ac.ma).
Bouazza El Wahbia is with Laboratory of Analysis, Geometry and Applications, Faculty of Science, Ibn Tofail University, Kénitra, Morocco (e-mail: belwahbi@yahoo.fr).

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Copyright © 2021 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).

General Information

  • ISSN: 2010-3689 (Online)
  • Abbreviated Title: Int. J. Inf. Educ. Technol.
  • Frequency: Monthly
  • DOI: 10.18178/IJIET
  • Editor-in-Chief: Prof. Dr. Steve Thatcher
  • Executive Editor: Ms. Nancy Y. Liu
  • Abstracting/ Indexing: Scopus (Since 2019), INSPEC (IET), UGC-CARE List (India), EBSCO, Electronic Journals Library, Google Scholar, Crossref, etc.
  • E-mail: ijiet@ejournal.net

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