A personalized Reflection on Online Education in Morocco: Pedagogical Gains and Pittfalls
Keywords:Learning, Assessment, MOOCs, Online education, Knowledge digitalization, Educational resources
This paper aspires to provide a reflection, inspired from personal experience, on online education at the university level in Morocco. The data has been gathered by means of recently published literature on online education to enable the researcher to be at a better position to critically evaluate concepts, methodologies and teaching approaches in tandem with online education. The use of information technology to publicly promote the renewal and revival of education in general and teaching in particular is a blatant epistemological marker of our education model’s progress in terms of digitalization and computerization of educational resources via different robust national programs, such as MARWAN (2002), GENIE (2005), NAFIDA (2008), INJAZ (2009) and LAWHATI (2015). In fact, this has given rise to emerging technologies, such as Artificial Intelligence (AI), Big Data (BD) and the Internet of Things (IOT). In this regard, it must be noted that the current Moroccan education system exhibits diversified online education trends both in form and content, and thus this new paradigm of learning abundantly introduces various types of intelligent education systems and platforms that emerge on a perpetual basis. Owing to this conscious online shift, both the class content and the learning context of students can be tracked and monitored at any time, which is directly conducive to fathoming out the individualization and differentiation of students in a timely manner.
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