6 - Digital Learning Response in the Midst of the Covid-19 Pandemic: The Case of Mauritius
Corresponding Author(s) : Viraiyan Teeroovengadu
Afrique et développement,
Vol. 48 No 2 (2023): Afrique et développement : Numéro spécial sur la pandémie de Covid-19 et l’économie africaine (Avec un texte révisé de la deuxième conférence commémorative annuelle Thandika Mkandawire) Guest Editor / Rédacteur invité Badar Alam
Résumé
L'article étudie la perception qu'ont les apprenants de leur capacité à s'adapter à l'apprentissage en ligne et les défis qu'ils ont rencontrés ainsi que les opportunités qu'ils ont trouvées dans ce nouvel environnement d'apprentissage en ligne, au milieu de la pandémie de Covid-19. Une enquête exhaustive a été menée à l'aide d'un questionnaire en ligne distribué aux étudiants et étudiantes de différentes facultés de cinq universités et écoles de commerce de l'île Maurice. Les résultats indiquent que la pandémie de Covid-19 a fortement perturbé les études supérieures. Malgré l'approche de l'apprentissage en ligne, les étudiants inscrits dans les filières STIM ont été plus touchés que ceux des filières non STIM. Environ un tiers des étudiants ont affirmé que l'apprentissage en ligne constituait un défi majeur, surtout pour les étudiants les plus modestes qui ne disposaient pas des outils numériques nécessaires pour s'adapter à ce nouvel environnement d'apprentissage. Un environnement familial peu propice a également eu un impact négatif sur la concentration des étudiants et leur capacité à suivre leurs études. Nous avons constaté que les étudiants de troisième cycle s'adaptent mieux à l'apprentissage numérique que les étudiants de premier cycle. Il est donc nécessaire de repenser, de réorganiser et de redéfinir le système éducatif afin de se préparer aux chocs futurs et de renforcer la résilience grâce à l'application des meilleurespratiques en matière de numérisation du système éducatif.
Mots-clés
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Endnote/Zotero/Mendeley (RIS)BibTeX
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- Statistics Mauritius, 2020, Digest of Education Statistics 2020, Ministry of Finance and Economic Planning and Development, Port-Louis, Mauritius.
- Tsai, C.C., 2009, 'Conceptions of learning versus conceptions of web-based learning: The differences revealed by college students', Computers and Education, Vol. 53, No. 4, pp. 1092–1103.
- Tsai, C.W., 2017, 'Applications of social networking for universal access in online learning environments', Universal Access in the Information Society, Vol. 16, No. 2, pp. 269–272.
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- Wang, C.X., and Kinuthia, W., 2004, Defining technology enhanced learning environment for pre-service teachers, Society for Information Technology and Teacher Education international conference, Association for the Advancement of Computing in Education, pp. 2724–2727.
- World Bank, 2021, Remote Learning During Covid-19: Lessons from Today, Principles for Tomorrow, https://www.worldbank.org/en/topic/edutech/brief/how-countries-are-using-edtech-to-support-remote-learning-during-the-covid-19-pandemic
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Les références
Akuratiya, D.A., and Meddage, D.N., 2020, 'Students’ perception of online learning during Covid-19 pandemic: A survey study of IT students', Tablet, Vol. 57, No. 48, p. 23.
Arslan, G., 2021, 'Loneliness, college belongingness, subjective vitality, and psychological adjustment during coronavirus pandemic: Development of the College Belongingness Questionnaire', Journal of Positive School Psychology, Vol. 5, No. 1, pp. 17–31.
Bartley, S.J., and Golek, J.H., 2004, 'Evaluating the cost effectiveness of online and face-to-face instruction', Journal of Educational Technology and Society, Vol. 7, No. 4, pp. 167–175.
Bazelais, P., Doleck, T., and Lemay, D.J., 2018, 'Investigating the predictive power of TAM: A case study of CEGEP students’ intentions to use online learning technologies', Education and Information Technologies, Vol. 23, No. 1, pp. 93–111.
Benedikt, M., 1991, Introduction to cyberspace: First steps, MIT Press. https://pdfs.semanticscholar.org/8517/59b84ee29d8fd9ee66b90316e4bc08406e15.pdf, 25, p. 2018.
Bernard, R.M., Abrami, P.C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., Wallet, P.A., Fiset, M., and Huang, B., 2004, 'How does distance education compare with classroom instruction? A meta-analysis of the empirical literature', Review of Educational Research, Vol. 74, No. 3, pp. 379–439.
Bowen, W.G., 2013, Higher education in the digital age, Princeton, NJ: Princeton University Press.
Calderón-Garrido, D., León-Gómez, A., and Gil-Fernández, R., 2021, 'Influence of Covid on the Educational Use of Social Media by Students of Teaching Degrees', Education in the Knowledge Society, Vol. 22, Article e23623. https://doi.org/10.14201/eks.23623.
Cole, A.W., Lennon, L., and Weber, N.L., 2019, 'Student perceptions of online active learning practices and online learning climate predict online course engagement', Interactive Learning Environments, Vol. 29, No. 5, pp. 866–880.
Cole-Lewis, H., Ezeanochie, N., and Turgiss, J., 2019, 'Understanding health behavior technology engagement: pathway to measuring digital behavior change interventions', JMIR Formative Research, Vol. 3, No. 4, p.e14052.
Doleck, T., Bazelais, P., and Lemay, D.J., 2017, 'Examining the antecedents of Facebook acceptance via structural equation modeling: A case of CEGEP students', Knowledge Management and E-Learning: An International Journal, Vol. 9, No. 1, pp. 69–89.
Donthu, N., and Gustafsson, A., 2020, 'Effects of Covid-19 on business and research', Journal of Business Research, Vol. 117, pp. 284–289.
Dynarski, S., and Scott-Clayton, J., 2013, 'Financial aid policy: Lessons from research', The Future of Children, Postsecondary Education in the United States, Vol. 23, No. 1, pp. 67–91.
Ebner, C., and Gegenfurtner, A., 2019, 'Learning and satisfaction in webinar, online, and face-to-face instruction: a meta-analysis', Frontiers in Education, Vol. 4, p. 92.
Elshami, W., Taha, M.H., Abuzaid, M., Saravanan, C., Al Kawas, S., and Abdalla, M.E., 2021, Satisfaction with online learning in the new normal: perspective of students and faculty at medical and health sciences colleges, Medical Education Online, Vol. 26, No. 1, p.1920090.
Feeley, M., and Parris, J., 2012, An Assessment of the PeerWise Student-Contribu- ted Question System’s Impact on Learning Outcomes: Evidence from a Large Enrollment Political Science Course. Available at SSRN 2144375.
Lee, L.K., Fung, Y.C., Pun, Y.W., Wong, K.K., Yu, M.T.Y., and Wu, N.I., 2020, Using a multiplatform chatbot as an online tutor in a university course, 2020 International Symposium on Educational Technology (ISET) IEEE, pp. 53–56.
García-Peñalvo, F.J., Corell, A., Abella-García, V., and Grande-de-Prado, M., 2021, 'Recommendations for mandatory online assessment in higher education during the Covid-19 pandemic', in Burgos, D., Tlili, A. and Tabacco, A. eds. Radical solutions for education in a crisis context, Singapore: Springer, pp. 85–98.
Gómez-Rey, P., Barbera, E., and Fernández-Navarro, F., 2017, 'Student voices on the roles of instructors in asynchronous learning environments in the 21st century', International Review of Research in Open and Distributed Learning, Vol. 18, No. 2, pp. 234–251.
González-Gómez, D., Jeong, J.S., and Airado Rodríguez, D., 2016, 'Performance and perception in the flipped learning model: an initial approach to evaluate the effectiveness of a new teaching methodology in a general science classroom', Journal of Science Education and Technology, Vol. 25, No. 3, pp. 450–459.
Hachey, A.C., Conway, K.M., Wladis, C., and Karim, S., 2022, 'Post-secondary online learning in the US: an integrative review of the literature on undergraduate student characteristics', Journal of Computing in Higher Education, pp.1–61.
Hazra, A., 2017, 'Using the confidence interval confidently', Journal of Thoracic Disease, Vol. 9, No. 10, p. 4125.
Hehir, E., Zeller, M., Luckhurst, J., and Chandler, T., 2021, 'Developing student connectedness under remote learning using digital resources: A systematic review', Education and Information Technologies, Vol. 26, No. 5, pp. 6531–6548.
Kaufmann, R., and Vallade, J.I., 2020, Exploring connections in the online learning environment: student perceptions of rapport, climate, and loneliness, Interactive Learning Environments, pp.1–15.
Kirby, D.M., and Boak, C., 1987, 'Developing a system for audio-teleconferencing analysis (SATA)', The Journal of Distance Education, Vol. 2, No. 2, pp. 31–42.
Koohang, A., Paliszkiewicz, J., Klein, D., and Horn Nord, J., 2016, 'The importance of active learning elements in the design of online courses', Online Journal of Applied Knowledge Management (OJAKM), Vol. 4, No. 2, pp. 17–28.
Kramer, A., and Kramer, K.Z., 2020, 'The potential impact of the Covid-19 pandemic on occupational status, work from home, and occupational mobility', Journal of Vocational Behavior, Vol. 119, p. 103442.
Lederman, D., 2020, 'How teaching changed in the (forced) shift to remote learning', Inside Higher Ed, Vol. 22.
Lemay, D.J., Bazelais, P., and Doleck, T., 2021, 'Transition to online learning during the Covid-19 pandemic', Computers in Human Behavior Reports, Vol. 4, p. 100130.
Lemay, D.J., and Doleck, T., 2020, 'Online learning communities in the Covid-19 pandemic: Social learning network analysis of twitter during the shutdown, International Journal for Learning Analytics and Artificial Intelligence for Education, Vol. 2, No. 20.
Li, L., Wu, H., Ye, X., Liu, C., and Wang, W., 2021, 'Students’ initial perspectives on online learning experience in China during the Covid-19 outbreak: expanding online education for future doctors on a national scale', BMC Medical Education, Vol. 21, No, 1, pp. 1–10.
Lorenzetti, L., 2013, 'Developing a cohesive emancipatory social work identity: Risking an act of love', Critical Social Work, Vol. 14, No. 2.
Marinoni, G., and Van’t Land, H., 2020, 'The Impact of Covid-19 on Global Higher Education', International Higher Education, Vol. 102, pp. 7–9, https://ejournals.bc.edu/index.php/ihe/article/view/14593
Martinez, J., 2020, Take this pandemic moment to improve education. https://edsource. org/2020/take-this-pandemic-moment-to-improve-education/633500.
Mishra, L., Gupta, T., and Shree, A., 2020, 'Online teaching-learning in higher education during lockdown period of Covid-19 pandemic', International Journal of Educational Research Open, Vol. 1, p. 100012.
Mugo, K., Odera N., and Wachira M., 2020, Surveying the impact of Covid-19 on Africa’s higher education and research sector. Africa Portal. https://www.africaportal.org/features/surveying-impact-covid-19-africas-higher-education-and-research-sectors/
Navarro, P., and Shoemaker, J., 2000, 'Performance and perceptions of distance learners in cyberspace', American Journal of Distance Education, Vol. 14, No. 2, pp. 15–35.
Nguyen, T., 2015, 'The effectiveness of online learning: Beyond no significant dif- ference and future horizons', MERLOT Journal of Online Learning and Teaching, Vol. 11, No. 2, pp. 309–319.
Northey, G., Bucic, T., Chylinski, M., and Govind, R., 2015, 'Increasing student engagement using asynchronous learning', Journal of Marketing Education, Vol. 37, No. 3, pp. 171–180.
Paudel, P., 2020, 'Online education: Benefits, challenges and strategies during and after Covid-19 in higher education', International Journal on Studies in Education, Vol. 3, No. 2, pp. 70–85.
Pokhrel, S. and Chhetri, R., 2021, 'A literature review on impact of Covid-19 pandemic on teaching and learning', Higher Education for the Future, Vol. 8, No. 1, pp. 133–141.
Reuell, P., 2019, Lessons in learning, The Harvard Gazette. https://news.harvard.edu/gazette/story/2019/09/study-shows-that-students-learn-more-when-taking-part-in-classrooms-that-employ-active-learning-strategies/
Rovai, A.P., and Jordan, H.M., 2004, 'Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses', Interna- tional Review of Research in Open and Distributed Learning, Vol. 5, No. 2, pp. 1–13.
Saghafi, M., Franz, J., and Crowther, P., 2014, 'A holistic model for blended learning', Journal of Interactive Learning Research, Vol. 25, No. 4, pp. 531–549.
Schleicher, A., 2020, The Impact of Covid-19 on Education: Insights from ‘Education at a Glance 2020, OECD Publishing.
Simamora, R.M., De Fretes, D., Purba, E.D., and Pasaribu, D., 2020, 'Practices, challenges, and prospects of online learning during Covid-19 pandemic in higher education: Lecturer perspectives', Studies in Learning and Teaching, Vol. 1, No. 3, pp. 185–208.
Song, L., Singleton, E.S., Hill, J.R., and Koh, M.H., 2004, 'Improving online learn- ing: Student perceptions of useful and challenging characteristics', The Internet and Higher Education, Vol. 7, No. 1, pp. 59–70.
Statistics Mauritius, 2020, Digest of Education Statistics 2020, Ministry of Finance and Economic Planning and Development, Port-Louis, Mauritius.
Tsai, C.C., 2009, 'Conceptions of learning versus conceptions of web-based learning: The differences revealed by college students', Computers and Education, Vol. 53, No. 4, pp. 1092–1103.
Tsai, C.W., 2017, 'Applications of social networking for universal access in online learning environments', Universal Access in the Information Society, Vol. 16, No. 2, pp. 269–272.
UNESCO, 2021, Distance learning strategies in response to Covid-19 school closures. UNESCO COVID-19 Education Response, Education sector issue notes, No. 2.1, April. https://unesdoc.unesco.org/ark:/48223/pf0000373305
Wang, C.X., and Kinuthia, W., 2004, Defining technology enhanced learning environment for pre-service teachers, Society for Information Technology and Teacher Education international conference, Association for the Advancement of Computing in Education, pp. 2724–2727.
World Bank, 2021, Remote Learning During Covid-19: Lessons from Today, Principles for Tomorrow, https://www.worldbank.org/en/topic/edutech/brief/how-countries-are-using-edtech-to-support-remote-learning-during-the-covid-19-pandemic
Zhang, H.R., and Wang, X.D., 2006, Incremental and online learning algorithm for regression least squares support vector machine, Chinese Journal of Computers- Chinese Edition, Vol. 29, No. 3, p. 400.