Learning in the Algerian Context during the Pandemic: Is It Online or Offline?

Autor/in	Ghounane, Nadia
Titel	Learning in the Algerian Context during the Pandemic: Is It Online or Offline?
Quelle	In: Arab World English Journal, (2022), S.492-503 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ghounane, Nadia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Electronic Learning; Online Courses; In Person Learning; COVID-19; Pandemics; Readiness; Learning Management Systems; Universities; Computer Mediated Communication; Asynchronous Communication; Student Motivation; Second Language Learning; English (Second Language); Stress Variables; Algeria + Suchen Sie Ihr Suchwort? Ausland; Online course; Online-Kurs; University; Universität; Computerkonferenz; Schulische Motivation; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Algerien
Abstract	The spread of the COVID-19 leads academic institutions all over the world to shift to online mode through educational platforms like Moodle, blackboard, and Teams or towards the informal ways of learning through YouTube and Social Networking Sites, mainly Facebook or through the inclusion of some apps like Zoom and Google meet. Algerian Universities also hasten to replace face-to-face with online mode. However, there are many challenges, among which is the absence of interaction between teachers and students since most of the lectures are posted in an asynchronous online mode. The study attempts to answer the main research question: Which learning mode is used in Algeria during the pandemic? The current paper tends to give an in-depth look at the teaching and learning situation of English in the Algerian context during the pandemic. It also sheds light on the nature of the learning mode. The researcher conducted the study with four universities from different regions in Algeria. Data were collected quantitatively and qualitatively using a questionnaire, an interview, and observation. Findings revealed that most universities use asynchronous online mode in learning. The analysis also demonstrated that the asynchronous mode affects EFL students' motivation towards e-learning and raises their "technostress" since they have not developed e-learning readiness yet. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01