Re-visiting the past in search for silver-lining: Moroccan students' perceptions of technology-mediated faculty practices under COVID-19.
Despite the wide-ranging research on technology-mediated learning, which has contributed immensely to a better understanding of how best it can be implemented, lockdowns during COVID-19 times have revived debates on teacher preparedness to adequately engage in this modality of instruction. Research-...
| Publicado en: | Journal of North African Studies Vol. 29; no. 5; pp. 884 - 903 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Sep2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=179255573&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 179255573 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 13629387 RIG jtl: Journal of North African Studies issn: 13629387 maglogo: Y pubinfo: dt: Sep2024 vid: 29 iid: 5 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 179255573 10.1080/13629387.2022.2144253 ppf: 884 ppct: 19 formats: fmt: – @attributes: type: T db: hlh ui: 179255573 – @attributes: type: P db: hlh ui: 179255573 tig: atl: Re-visiting the past in search for silver-lining: Moroccan students' perceptions of technology-mediated faculty practices under COVID-19. aug: au: Zyad, Hicham affil: The Faculty of Letters and Humanities, Chouaib Doukkali University, El-Jadida, Morocco su: Psychology of students COVID-19 pandemic Teaching methods Distance education Stay-at-home orders sug: subj: Psychology of students COVID-19 pandemic Teaching methods Distance education Administration of Education Programs All Other Miscellaneous Schools and Instruction Stay-at-home orders keyword: faculty response pandemic psychological wellbeing reflective practice Remote learning faculty response pandemic psychological wellbeing reflective practice Remote learning ab: Despite the wide-ranging research on technology-mediated learning, which has contributed immensely to a better understanding of how best it can be implemented, lockdowns during COVID-19 times have revived debates on teacher preparedness to adequately engage in this modality of instruction. Research-validated evidence has shown that a complex combination of technology, pedagogy and content is necessary for impactful teaching practices. Thus, the present paper reports on a qualitative study that investigated students' perceptions of their teachers' performance during the lockdown period. Online interviews and focus groups were conducted with a cohort of 30 university students. The students were selected by means of purposeful sampling informed by a set of pre-defined criteria. Overall, the students reported that most of their teachers utilised asynchronous teaching modalities. Also of interest was the finding that a small proportion of faculty varied the instructional deliverable with a clear intent to cater for a wider spectrum of student learning pace and style. Under COVID-19, additionally, distance education was hugely crippled by student psychological ill-being. One of the implications of these findings, among others, is the pressing need, now more than ever, for comprehensive and intensive teacher professional programs focused on technology-enhanced methodology. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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