In the Moroccan education sector, the Ministry of National Education has set aside significant budgets for in-service teacher training. In recent years, by committing to the Digital Morocco programme, and while trying to overcome some of the constraints associated with face-to-face training, a new system of in-service distance training has been implemented. Given the interest that evaluation represents for the maintenance and improvement of the quality of a training system, we have opted, in a research, to evaluate the techno-pedagogical modality of an in-service teacher training system. In order to collect the information, we first administered an online questionnaire to the teachers participating in an online in-service training, and then we adopted an ergonomic evaluation grid in accordance with the model of Bastien & Scapin (1997). Despite the satisfaction of the majority of participants with the ease of navigation, some difficulties were noted at the technical, cognitive and organisational levels.
Show abstract
Full Text
