doi: 10.18178/ijiet.2024.14.5.2089
Perceptions of University Teachers and Students on Hybrid Teaching in Morocco
Asmae Bouayad1,*
,
Imane Chmanti Houari2 ,
Rachid Ouarsal1 ,
Mohammed Ouriagli3 ,
Mohammed Lachkar1
- 1Chemistry Department, LIMOME, Sidi Mohamed Ben Abdellah University, Fez, Morocco
- 2Department of Educational Research and Evaluation, Ecole Normale Supérieure (ENS), University Mohammed V, Rabat, Morocco
- 3Polydisciplinary Faculty of Taza, LSI, Sidi Mohamed Ben Abdellah University, Fez, Morocco
- Manuscript receivedOctober 16, 2023
- revisedDecember 8, 2023
- acceptedDecember 20, 2023
- publishedMay 10, 2024
Abstract
This research aims to examine the perceptions of university students and teachers about hybrid teaching in higher education level in Morocco after the COVID-19 pandemic, as well as the challenges that both parties face when providing or following this type of teaching. The research methodology is based on a qualitative and quantitative study. This will give us an overview on hybrid teaching in Morocco. A questionnaire was addressed online to teachers and students from various disciplines and different Moroccan universities. Following this, we were able to collect 439 responses. The data were processed using simple statistical analysis. The results of this study show that hybrid teaching is becoming, after the pandemic, increasingly popular in Moroccan higher education and highly appreciated by teachers and students. However, some students have difficulties to follow it. As a result, it can be said that this mode of teaching may provide a future solution to the problem of overcrowding in Moroccan open-access universities.
Keywords
- hybrid teaching
- perceptions
- constraints
- higher education
How to Cite
Asmae Bouayad, Imane Chmanti Houari, Rachid Ouarsal, Mohammed Ouriagli, and Mohammed Lachkar, "Perceptions of University Teachers and Students on Hybrid Teaching in Morocco," International Journal of Information and Education Technology, vol. 14, no. 5, pp. 651-656, 2024. https://doi.org/10.18178/ijiet.2024.14.5.2089
Copyright & License
Copyright © 2024 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).