Skip to main content
SpringerLink
Log in

Moroccan Higher Education at Confinement and Post Confinement Period: Review on the Experience

  • Conference paper
  • First Online:
Computer Supported Education (CSEDU 2021)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 1624))

Included in the following conference series:

Abstract

The Moroccan university like universities all over the world will long remember the year 2020 marked by the spread of the Coronavirus. The imposed closures of schools and universities, and the switch to distance learning in uncertainty have disrupted the lives and habits of students overnight.

None of the universities were prepared for disruptions of this magnitude. However, learning had to continue regardless of the COVID-19 pandemic.

The results recently published in the article [1] revealed that, despite the efforts made, the Moroccan university was not really prepared to continue these online distance learning, and that the decision to go online was made hastily and without any preparation. In addition, the lack of access to the necessary infrastructure, the lack of technical support, and the digital divide that exists among students, have provoked stress, anxiety, and uncertainty among students. Unfortunately, this can generate negative effects on the quality of students’ motivation [2].

To this end, it was crucial to answer the following question: What was the impact of distance learning during the confinement period on the motivational state of young learners? How did the students experience this period of unusual teaching?

Based on the Moroccan university context, the literature, and a study via a questionnaire, this article discusses the higher education response to COVID-19, presents lessons learned, and provides recommendations that could help universities in the future. It reports on a previous study that analyzed the situation of the Moroccan university regarding COVID-19, collected over the two periods: Confinement and post-confinement.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    http://www.unistra.fr/index.php?id=20878.

References

  1. Akhasbi, H., Belghini, N., Riyami, B., Benitto, M., Gouttaya, N.: Moroccan higher education at the time of Covid-19: issues and challenges: a case study among master students business administration at IGA casablanca. In: Proceedings of the 13th International Conference on Computer Supported Education. 2: CSEDU, pp. 73–85 (2021). https://doi.org/10.5220/0010438700730085. ISBN 978-989-758-502-9; ISSN 2184-5026

  2. Liu, W.C., Wang, D.K.J., Kee, Y.H., Koh, C., Lim, B.S.C., Chua, L.: College students motivation and learning strategies profiles and academic achievement: a self-determination theory approach. Educ. Psychol. 34, 338–353 (2014)

    Article  Google Scholar 

  3. World Health Organization: statement on the second meeting of the international health regulations (2005) emergency committee regarding the outbreak of novel coronavirus (2019-nCoV) (2020)

    Google Scholar 

  4. Cheng, C., Jun, H., Liang, B.: Psychological health diathesis assessment system: a nationwide survey of resilient trait scale for Chinese adults. Stud. Psychol. Behav. 12, 735–742 (2014)

    Google Scholar 

  5. Sareen, J., et al.: Risk factors for post-injury mental health problems. Depress. Anxiety 30(4), 321–327 (2013). https://doi.org/10.1002/da.22077

    Article  Google Scholar 

  6. Hildesheimer, F.: Entretien. Récupéré du site du quotidien \(\ll \)Le Monde\(\gg \)

    Google Scholar 

  7. Marin, C.: Entretien Récupéré du site du quotidien \(\ll \)e Monde\(\gg \) (2020). https://www.lemonde.fr/

  8. UNESCO: COVID-19: une crise mondiale pour l’enseignement et l’apprentissage. https://unesdoc.unesco.org/ark:/48223/f0000373233_freUniversiteLaval,Quelssontlesavantagesdelaformationadistance?, https://www.enseigner.ulaval.ca/ressources-pedagogiques/introduction-la-formation-distance. Accessed 17 May 2020

  9. Devinney, T., Dowley, G.: Is this the crisis higher education needs to have. Times High. Educ. (2020)

    Google Scholar 

  10. Béland, S., Bureau, J. S., Peters, M.: Plagier en temps de pandémie. e-JIREF (1), 35–40 (2020)

    Google Scholar 

  11. Wang, C., et al.: Immediate psychological responses and associated factors during the initial stage of the 2019 coronavirus disease (COVID-19) epidemic among the general population in China. Int. J. Environ. Res. Public Health 17(5), 1729 (2020)

    Article  Google Scholar 

  12. Aissaoui, Y., Aissaoui, A.: Brève réflexion sur l’atténuation des impacts économiques et sociaux de la pandémie du (Covid-19). Rev. d’Etudes Manag. Financ. d’Organ. [S.l.] 4(11) (2020). ISSN 2489-205X

    Google Scholar 

  13. CDC, national center for health statistics. : indicators of anxiety or depression based on reported frequency of symptoms during the last 7 days. household pulse survey. US Department of Health and Human Services, CDC, National Center for Health Statistics, Atlanta (2020)

    Google Scholar 

  14. CDC, National center for health statistics: early release of selected mental health estimates based on data from the January-June 2019 national health interview survey. US Department of Health and Human Services, CDC, National Center for Health Statistics, Atlanta (2020)

    Google Scholar 

  15. Akhasbi, H., Belghini, N., Riyami, B.: Self-determined learner motivation evaluation in distance learning context using web 2.0 tools, during the COVID-19 pandemic period. In: INTED 2021 Proceedings, pp. 2143–2151 (2021)

    Google Scholar 

  16. Villiot-Leclercq, E.: L’ingénierie pédagogique au temps de la Covid-19. Distance Mediat. Knowl. (30) (2020)

    Google Scholar 

  17. Rechidi, N., et al.: L’intégration pédagogique des TIC à l’épreuve de la crise COVID-19: quels enseignements à tirer ? Revue Int. Chercheur 1(2), 274–297 (2020)

    Google Scholar 

  18. Pekmez, E.S., Johnson, P., Gott, R.: Teachers’ understanding of the nature and purpose of practical work. Res. Sci. Technol. Educ. 23(1), 3–23 (2005)

    Article  Google Scholar 

  19. Abrahams, I., Millar, R.: Does practical work really work? A study of the effectiveness of practical work as a teaching and learning method in school science. Int. J. Sci. Educ. 30(14), 1945–1969 (2008)

    Article  Google Scholar 

  20. Abrahams, I., Reiss, M.J., Sharpe, R.M.: The assessment of practical work in school science. Stud. Sci. Educ. 49(2), 209–251 (2013)

    Article  Google Scholar 

  21. Vincens, J.: Définir l’expérience professionnelle. Travail Emploi. (85), 21–34, 83 (2001). ISSN 0224-4365

    Google Scholar 

  22. Medias24.com: Crise du Covid : Les 2/3 des recrutements et stages ont été reportés ou suspendus (2020). https://www.medias24.com

  23. Berthaud, J.: L’intégration sociale étudiante: relations et effets au sein des parcours de réussite en Licence. Education. Université Bourgogne Franche-Comté (2017)

    Google Scholar 

  24. Khamassi, M., Decremps, F.: Apprentissage de la demarche scientifique et de l’esprit critique: un enseignement de sorbonne universite pour les etudiants d’aujourd’hui, citoyens de demain (2019)

    Google Scholar 

  25. Flores-Lueg, C., Roig Vila, R.: Diseño: y validación de una escala de autoevaluación de competencias digitales para estudiantes de pedagogía. Pixel Bit Rev. Medios Educ. (12), 209–224 (2016)

    Google Scholar 

  26. Ocaña-Fernández, Y., Valenzuela-Fernández, L., Morillo-Flores, J.: La competencia digital en el docente universitario. Propósitos Represent 8(1), e455 (2020)

    Google Scholar 

  27. Mimirinis, M.: Qualitative differences in academics’ conceptions of e-assessment. Assess. Eval. High. Educ. 44, 233–248 (2018)

    Article  Google Scholar 

  28. Troksa, L.M.: The study of generations: a timeless notion within a contemporary context. University of Colorado Boulder (2016)

    Google Scholar 

  29. Twenge, J.M., Campbell, S.M., Hoffman, B.J., Lance, C.E.: Generational differences in work values: leisure and extrinsic values increasing, social and intrinsic values decreasing. J. Manag. 36(5), 1117–1142 (2010)

    Google Scholar 

  30. Bencsik, A., Machova, R.: Knowledge sharing problems from the viewpoint of intergeneration management. In: ICMLG 2016–4th International Conference on Management, Leadership and Governance: ICMLG2016, no. 42 (2016)

    Google Scholar 

  31. Steinerowska-Streb, I., Wziątek-Staśko, A.: Effective motivation of multi-generation teams-presentation of own research results. In: The Proceeding of the Management International Conference, Pula, Croatia (2016)

    Google Scholar 

  32. Elmore, T.: How generation Z differs from generation Y, July 2015

    Google Scholar 

  33. Grigoryan, T.: Investigating digital native female learners’ attitudes towards paperless language learning. Res. Learn. Technol. 26, 1–27 (2018). https://doi.org/10.25304/rlt.v26.1937

    Article  Google Scholar 

  34. Stockwell, G., Liu, Y.C.: Engaging in mobile phone-based activities for learning vocabulary: an investigation in Japan and Taiwan. Calico J. 32(2), 299–322 (2015). https://doi.org/10.1558/cj.v32i2.25000

    Article  Google Scholar 

  35. Thinyane, H.: Are digital natives a world-wide phenomenon? An investigation into South African first year students’ use and experience with technology. Comput. Educ. 55(1), 406–414 (2010). https://doi.org/10.1016/j.compedu.2010.02.005

    Article  Google Scholar 

  36. Stockwell, G., Hubbard, P.: Some emerging principles for mobile-assisted language learning. The International Research Foundation for English Language Education (2013). http://www.tirfonline.org/english-in-the-workforce/mobile-assisted-language-learning

  37. Brown, C., Czerniewicz, L.: Debunking the ‘digital native’: beyond digital apartheid, towards digital democracy. J. Comput. Assist. Learn. 26(5), 357–369 (2010). https://doi.org/10.1111/j.1365-2729.2010.00369.x

    Article  Google Scholar 

  38. Karsenti, T.: Comment le recours aux TIC en pédagogie universitaire peut favoriser la motivation des étudiants: le cas d’un cours médiatisé sur le Web. Cahiers Recherche Éduc. 4(3), 455–484 (1997)

    Google Scholar 

  39. Maehr, M.L.: Meaning and motivation: toward a theory of personal investment. In Ames, C., Ames, R. (eds.) Research on Motivation in Education, vol. 1, pp. 115–144. University of Maryland, Baltimore (1984)

    Google Scholar 

  40. Vallerand, R.J., Sénécal, C.B.: Une analyse motivationnelle de l’abandon des études. Apprentissage Soc. 15(1), 49–62 (1993)

    Google Scholar 

  41. Deci, E.L., Ryan, R.M.: A motivational approach to self: integration in personality. In: Dientsbier, R.A. (ed.) Perspectives on Motivation. Nebraska Symposium on Motivation, pp. 237–288. University of Nebraska Press, Lincoln (1991)

    Google Scholar 

  42. Deci, E.L., Ryan, R.M.: Intrinsic Motivation and Self-determination in Human Behavior. Plenum, New York (1985)

    Book  Google Scholar 

  43. Vallerand, R.J.: La motivation intrinsèque et extrinsèque en contexte naturel: implications pour les secteurs de l’éducation, du travail, des relations interpersonnelles et des loisirs. In: Vallerand, R.J., Thill, E.E. (eds.) Introduction à la Psychologie de la Motivation, pp. 533–581. Éditions Études vivantes, Montréal (1993)

    Google Scholar 

  44. Shin, M.: Promoting students’ self regulation ability: guidelines for instructional design. Educ. Technol. 38(1), 38–44 (1998)

    Google Scholar 

  45. Christoph, R., Schoenfeld, G.A., Tansky, J.W.: Overcoming barriers to training utilizing technology: the influence of self-efficacy factors on multimedia-based training receptiveness. Hum. Resour. Dev. Q. 9(1), 25–38 (1998)

    Article  Google Scholar 

  46. Gao, J., et al.: Mental health problems and social media exposure during COVID-19 outbreak. Plos One 15(4), e0231924 (2020)

    Article  Google Scholar 

  47. Zarocostas, J. : How to fight an infodemic. Lancet 395(10225), 676 (2020). World Health Organisation. Infodemic management - Infodemiology. Ad-hoc technical consultation on managing the COVID-19 infodemic. https://www.who.int/teams/risk-communication/infodemic-management

  48. World Health Organisation. Non-pharmaceutical public health measures for mitigating the risk and impact of 881 epidemic and pandemic influenza. 882 (2019). https://www.who.int/influenza/publications/public_health_measures/publication/en/

  49. Talya, P., Nyrup, R., Calvo, R.A., Paudyal, P., Ford, E.: Public health and risk communication during COVID-19-enhancing psychological needs to promote sustainable behaviour change (2020)

    Google Scholar 

  50. Pelaccia, T., Delplancq, H., Triby, E., Leman, C., Bartier, J.-C., Dupeyron, J.-P.: La motivation en formation: une dimension réhabilitée dans un environnement d’apprentissage en mutation. Pédag. Méd. 9, 103–121 (2008)

    Article  Google Scholar 

  51. Liu, W.C., Wang, C.K.J., Kee, Y.H., Koh, C., Lim, B.S.C., Chua, L.: College students’ motivation and learning strategies profiles and academic achievement: a self-determination theory approach. Educ. Psychol. 34(3), 338–353 (2014)

    Article  Google Scholar 

  52. Elmelid, A., Stickley, A., Lindblad, F., Schwab-Stone, M., Henrich, C.C., Ruchkin, V.: Depressive symptoms, anxiety and academic motivation in youth: do schools and families make a difference? J. Adolesc. 45, 174–182 (2015)

    Article  Google Scholar 

  53. Paivandi, S.: L’appréciation de l’environnement d’études et la manière d’étudier des étudiants. Mesure Éval. Éduc. 35(3), 145–173 (2012). https://doi.org/10.7202/1024673a

    Article  Google Scholar 

  54. Marjane, D.: Les technologies de l’information et de la communication et l’enseignement des langues: les défis et les opportunités pour le Tamazight. Langues Linguist. 42(43), 35–45 (2019)

    Google Scholar 

  55. Bishop, J.L., Verleger, M.A.: The flipped classroom: a survey of the research. In: ASEE National Conference Proceedings, Atlanta, GA, vol. 30, no. 9, pp. 1–18 (2013)

    Google Scholar 

  56. Enfield, J.: Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students, CSUN. TechTrends 57(6), 14–27 (2013)

    Article  Google Scholar 

  57. Sales, N.: Flipping the classroom: revolutionising legal research training. Legal Inform. Manag. 13(04), 231–235 (2013). https://doi.org/10.1017/S1472669613000534

    Article  Google Scholar 

  58. Zorn, C., Feffer, M.L., Bauer, É., Dillenseger, J.P.: Évaluation d’un dispositif de continuité pédagogique à distance mis en place auprès d’étudiants MERM pendant le confinement sanitaire lié au COVID-19. J. Med. Imaging Radiat. Sci. 51(4), 645–653 (2020)

    Article  Google Scholar 

  59. Lebrun, M.: Les classes inversées: intégration d’idées pédagogiques anciennes pour une réelle innovation. Blog de Marcel (2017). http://lebrunremy.be/WordPress/. Accessed 13 July 2017

  60. Saade, R., Kira, D.: The emotional state of technology acceptance. Issues Inf. Sci. Inf. Technol. 3, 1–11 (2006)

    Google Scholar 

  61. Celik, V., Yesilyurt, E.: Attitudes to technology, perceived computer self-efficacy and computer anxiety as predictors of computer supported education. Comput. Educ. 60, 148–158 (2013)

    Article  Google Scholar 

  62. Rogers, R.K., Wallace, J.D.: Predictors of technology integration in education: a study of anxiety and innovativeness in teacher preparation. J. Lit. Technol. 12, 28–60 (2011)

    Google Scholar 

  63. Malone, T., Lepper, M.: Making learning fun: a taxonomy of intrinsic motivations for learning. In: Snow, R.E., Farr, M.J. (eds.) Aptitude, Learning, and Instruction, 3, Conative and Affective Process Analyses, pp. 223–253 (1987)

    Google Scholar 

  64. Morin, E.: Le Monde. https://www.lemonde.fr. Accessed 19 Apr 2020

Download references

Author information

Authors and Affiliations

  1. Institut Supérieur du Génie Appliqué (IGA), Place de la Gare Voyageur, 20300, Casablanca, Morocco

    H. Akhasbi, N. Belghini, B. Riyami, O. Cherrak & H. Bouassam

Authors
  1. H. Akhasbi
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. N. Belghini
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. B. Riyami
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. O. Cherrak
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. H. Bouassam
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to H. Akhasbi .

Editor information

Editors and Affiliations

  1. Institute of Education, University of Szeged, Szeged, Hungary

    Beno Csapó

  2. School of Engineering, University of Ulster, Newtownabbey, UK

    James Uhomoibhi

Rights and permissions

Reprints and permissions

Copyright information

© 2022 Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Akhasbi, H., Belghini, N., Riyami, B., Cherrak, O., Bouassam, H. (2022). Moroccan Higher Education at Confinement and Post Confinement Period: Review on the Experience. In: Csapó, B., Uhomoibhi, J. (eds) Computer Supported Education. CSEDU 2021. Communications in Computer and Information Science, vol 1624. Springer, Cham. https://doi.org/10.1007/978-3-031-14756-2_8

Download citation

  • DOI: https://doi.org/10.1007/978-3-031-14756-2_8

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-14755-5

  • Online ISBN: 978-3-031-14756-2

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation