[ L’évaluation ergonomique d’un dispositif de formation continue à distance des enseignants au Maroc ]
Volume 33, Issue 2, July 2021, Pages 443–451
Rabei Ben Seghir1 and Aicha Abdelouahed2
1 Laboratoire « Linguistique Générale et Didactique du FLE » (LGDFLE), Université Mohammed Premier, Oujda, Morocco
2 Laboratoire « Linguistique Générale et Didactique du FLE » (LGDFLE), Université Mohammed Premier, Oujda, Morocco
Original language: French
Copyright © 2021 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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.
Author Keywords: distance learning, distance learning device, ergonomic evaluation, continuing education, platform.
Volume 33, Issue 2, July 2021, Pages 443–451
Rabei Ben Seghir1 and Aicha Abdelouahed2
1 Laboratoire « Linguistique Générale et Didactique du FLE » (LGDFLE), Université Mohammed Premier, Oujda, Morocco
2 Laboratoire « Linguistique Générale et Didactique du FLE » (LGDFLE), Université Mohammed Premier, Oujda, Morocco
Original language: French
Copyright © 2021 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
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.
Author Keywords: distance learning, distance learning device, ergonomic evaluation, continuing education, platform.
Abstract: (french)
Au secteur éducatif marocain, le Ministère de L’Education Nationale a réservé des budgets importants à la formation continue des enseignants. Dans les dernières années, en s’engageant dans le programme Maroc Numérique, et tout en essayant de surmonter quelques contraintes liées à la formation en mode présentiel, un nouveau régime qu’est la formation continue à distance est mis en œuvre. Vu l’intérêt que représente l’évaluation pour le maintien et l’amélioration de la qualité d’un dispositif de formation, nous avons opté, dans une recherche, à évaluer la modalité techno-pédagogique d’un dispositif de formation continue des enseignants. Afin de collecter les informations, on a administré d’abord un questionnaire en ligne auprès des enseignants participants à une formation continue en ligne, ensuite on a adopté une grille d’évaluation ergonomique conforme au modèle de Bastien & Scapin (1997). Malgré la satisfaction de la majorité des participants par rapport à la facilité de navigation, quelques difficultés ont été relevés aux niveaux: technique, cognitive et enfin organisationnelle.
Author Keywords: Formation à distance, dispositif de formation à distance, évaluation ergonomique, formation continue, plateforme.
How to Cite this Article
Rabei Ben Seghir and Aicha Abdelouahed, “Ergonomic evaluation of an in-service teacher training system for teachers in Morocco,” International Journal of Innovation and Applied Studies, vol. 33, no. 2, pp. 443–451, July 2021.
