Technological Innovation of ICT and E-learning in the Algerian University System in Post-Covid Era Multiple Perspectives
Résumé
Au fil des vingt dernières années, des évolutions technologiques majeures ont introduit de nouvelles méthodes d’enseignement. L’appren-tissage en ligne et la numérisation se sont certifiés comme des façons d’éducation de plus en plus accordées. La visée de cette enquête est d’éva-luer l’intégration de l’apprentissage en ligne et les technologies de l’informa-tion et de la communication (TIC) dans le champ universitaire Algerien. Pour ce faire, un questionnaire en ligne a été administré à un échantillon aléatoire d’étudiants et de membres du personnel du Département d’Informatique (IT) de l’Université de Laghouat, couvrant plusieurs niveaux académiques. Les résultats de l’étude mettent en évidence le rôle crucial de la numérisation et du télé-enseignement dans l’amélioration du processus d’apprentissage, tout en identifiant les opportunités et les défis liés à leur intégration. Cette étude a pour objectif de stimuler une maîtrise complète de l’emploi de l’enseignement à distance et des TIC dans l’éducation, et de promouvoir une préparation adéquate à la transformation numérique, particulièrement dans l’ère post-COVID où l’apprentissage à distance est devenu essentiel pour le bien-être global
Références
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KENAN, T., PISLARU, C., &ELZAWI, A. (2012). Analyzing the effectiveness of E-learning based on national and international cultures and approaches to pedagogy. UKAIS Conference on Information Systems, p. 1-12.
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UYS, P. M. (2003). E-Learning at the University of Botswana: a bi-annual reflection on progress. Lonaka Bulletin, p. 5-12.
WATSON, D. M. (2001). Pedagogy before technology: Re-thinking the relationship between ICT and teaching. Education and Information Technologies, Vol. 6, N° 4, p. 251-266. DOI: 10.1023/A:1012976702296
WONG, S. L. (2010). Guest Editorial: Impact of ICT on teaching and learning in Asia: Focusing on emerging trends, patterns, and practice Siew Ming Thang the National University of Malaysia, Malaysia. International Journal of Education and Development using Information and Communication Technology, Vol. 6, N° 3, p. 3-6.
YAHIAOUI, F. et al. (2022). The impact of e-learning systems on motivating students and enhancing their outcomes during COVID-19. Frontiers in Psychology, N°13,p. 874-181. DOI:10.3389/fpsyg.2022.874181
AL-ADWAN, A., & SMEDLEY, J. (2012). Implementing E-learning in the Jordanian Higher Education System: Factors affecting impact. International Journal of Education and Development using – ICT, Vol. 8, N° 1, p. 121-135. https://www.learntechlib.org/p/188017/
ALMARABEH, T. (2014). Students’ Perceptions of E-Learning at the University of Jordan. International Journal of Emerging Technologies in Learning, Vol. 9, N° 3, p. 31-35. DOI: 10.3991/ijet.v9i3.3347
ALTURISE, F., &ALOJAIMAN, B. (2013). Benefits and challenges of using ICT in Saudi Arabia universities: A literature review. International conference on advanced computing, Engineering and Learning Technologies, 2, p.2-46.
ARABECHE, Z., & SOUDANI, A. (2021). Perception of E-learning during the health crisis of COVID-19: the case of Algerian university teachers. Journal of Information Technology Management, Vol. 13, N° 2, p. 154-172. DOI: 10.22059/jitm.2021.80360
AUNG, T. N., & KHAING, S. S. (2015). Challenges of implementing E-learning in developing countries: A Review. International Conference on Genetic and Evolutionary Computing, p. 405-411. DOI: 10.1007/978-3-319-23207-2_41
BHATIA, R. P. (2011). Features and Effectiveness of E-learning Tools. Global Journal of Business Management and Information Technology, Vol. 1, N° 1, p. 1-7.
BHUASIRI, W., XAYMOUNGKHOUN, O., ZO, H., RHO, J. J., & CIGANEK, A. P. (2012). Critical Success Factors for E-learning in developing countries: A comparative analysis between ICT experts and faculty. Computers & Education, Vol. 58, N° 2, p. 843-855. DOI: 10.1016/j.compedu.2011.10.010
BOUDIA, C., &BENGUEDDACH, A. (2023). Predicting ICT Students’ Profile Using AI and Social Networks for a Post-Pandemic Classroom. International Journal, Vol. 10, N° 3, p. 3339-3353.
CONNER, L., &SLIWKA, A. (2014). Implications of research on effective learning environments for initial teacher education. European Journal of Education, Vol. 49, N° 2, p. 165-177. DOI: 10.1111/ejed.12081
DJOUDI, M. (2010). E-learning in Algeria: Experiences On E-Learning in Algerian Universities.E-Learning Practices, Cases on Challenges Facing E-Learning and National Development, ISBN, p.978-975.
— (2018). Algeria. E-learning in the Middle East and North Africa (MENA) region, p. 1-25. DOI: 10.1007/978-3-319-68999-9_1
EL KECHEBUR, B. (2017). The Emergence of the New Technologies in Education in Algeria: Case Study on Engineering Software. Research Journal of Business and Management, Vol. 4, N° 2, p. 170-176. DOI: 10.17261/Pressacademia.2017.472
HAMOUCHE, A. (2007). L’utilisation de la technologie en Algérie. L’information et l’éducation : état des lieux et perspectives, Laghouat, p. 31-46.
HOLMES, B., &GARDNER, J. (2006). E-learning: Concepts and practice. Sage. London, p. -200.
JAGGI, A. (2015). Role of ICT in Rural Education. Academics World 7th International Conference, p. 43-45.
KENAN, T., PISLARU, C., &ELZAWI, A. (2012). Analyzing the effectiveness of E-learning based on national and international cultures and approaches to pedagogy. UKAIS Conference on Information Systems, p. 1-12.
KWOFIE, B. (2015). E-learning implementation in higher education institutions. Doctoral dissertation, Department of Electronic Systems, Aalborg University.
NYANDARA, Z. I. (2012). Challenges and opportunities of technology-based instruction in open and distance learning: A comparative study of Tanzania and China. Researchgate, p. 130-145.
ORR, S., &LISA, H. (2007). A Study of West Virginia P-12 Teachers’ Use of the Internet as a Professional and Instructional Tool. Society for Information Technology & Teacher Education International Conference, p. 1633-1640. DOI: https://www.learntechlib.org/primary/p/24800/
QURESHI, I. A., ILYAS, K., YASMIN, R., &WHITTY, M. (2012). Challenges of implementing E-learning in a Pakistani university. Knowledge Management & E-Learning: An International Journal, Vol. 4, N° 3, p. 310-324.
SIFE, A., LWOGA, E., &SANGA, C. (2007). New technologies for teaching and learning: Challenges for higher learning institutions in developing countries. International Journal of Education and Development using – ICT, Vol. 3, N° 2, p. 57-67. DOI: https://www.learntechlib.org/p/42360/
UNWIN, T. (2008). Survey of E-Learning in Africa.
https://www.E-learning-africa.Com/Publicationssurvey/E-learning-Africa.pdf
UYS, P. M. (2003). E-Learning at the University of Botswana: a bi-annual reflection on progress. Lonaka Bulletin, p. 5-12.
WATSON, D. M. (2001). Pedagogy before technology: Re-thinking the relationship between ICT and teaching. Education and Information Technologies, Vol. 6, N° 4, p. 251-266. DOI: 10.1023/A:1012976702296
WONG, S. L. (2010). Guest Editorial: Impact of ICT on teaching and learning in Asia: Focusing on emerging trends, patterns, and practice Siew Ming Thang the National University of Malaysia, Malaysia. International Journal of Education and Development using Information and Communication Technology, Vol. 6, N° 3, p. 3-6.
YAHIAOUI, F. et al. (2022). The impact of e-learning systems on motivating students and enhancing their outcomes during COVID-19. Frontiers in Psychology, N°13,p. 874-181. DOI:10.3389/fpsyg.2022.874181
Publiée
2025-01-15
Rubrique
Dossier thématique
