Learning via MOOCs during the COVID 19 pandemic : perceptions of students and teachers at Cadi Ayyad University, Morocco (Published)
The COVID-19 pandemic disrupted the education of millions of learners worldwide. However, very few educational systems and their teachers were prepared for the sudden transition to online learning that ensued (Kanwar, 2020). The University Cadi Ayyad in Marrakech (UCAM) had already launched a platform for MOOCs (Massive Online Open Courses) in 2013. MOOCs are online learning environments that allow students to take courses on a wide range of subjects without limitation and at low cost (Veletsianos et al. 2015, cited by Alamri, 2022). Following the Ministry of Higher Education’s decision to suspend classes in various university institutions and to ensure pedagogical continuity during this crisis situation, UCAM continued to adopt distance learning, including through MOOCs.In this context, it seemed essential to identify the perceptions of students and teachers regarding this online learning technology. The study was conducted with 15 teachers (interviews) and 840 students (questionnaire) within three faculties of the University Cadi Ayyad: Faculty of Sciences, Faculty of Letters, and Faculty of Law.The results showed that both populations (students and teachers) appear to be satisfied with the use of this type of system. They believe it had a positive impact on the teaching-learning process during the pandemic. However, they are of the opinion that MOOCs, although they offered learning opportunities, cannot replace face-to-face learning.
Keywords: COVID-19, MOOCs, Perceptions, Students, Teachers, distance learning
A Case for Blended Learning: Integrating Massive Open Online Courses in Traditional Degree Programmes, (Published)
In 2008, when they first emerged, Massive Open Online Courses (MOOCs) were regarded as an opportunity to transform traditional education. They were expected to bring changes to the way knowledge is conceived and delivered and open the door to education that is more accessible, more affordable, more global and, at the same time, more individualized. MOOC platforms were seen as a conducive learning environment in which students could acquire new knowledge and skills in an autonomous and collaborative manner. However, despite the advantages that they offer, MOOCs have had a limited impact on higher education. The present paper will review the potential and challenges of the MOOC learning model and make a case for blended learning as a viable educational alternative.
Keywords: Higher Education, MOOCs, blended learning, online learning