SavedAdd your journal

Journals / Online Science Education Journal / 2026 / Cilt: 9 Sayı: 1

Strategies for Tomorrow: Unraveling Algerian University Instructors' E-Practices in the Face of Pandemic Challenges

Rafik El-amine Ghobrini(Abdelhamid Ibn Badis University)0000-0003-4028-8793
Faiza Benaicha(Abdelhamid Ibn Badis University)0000-0003-0692-029X
Hanane Sarnou(Abdelhamid Ibn Badis University)0000-0003-0433-2785
Pages
1–15
Publication Date
2024-06-30
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

This research prompts a deeper conversation on the broader implications of observed e-practices, contributing to ongoing discussions about the future of education in a rapidly evolving digital landscape.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Due to the COVID-19 pandemic, teaching and learning environments have shifted from traditional to modern, in-person to online, using e-applications/platforms and social media as online teaching and learning tools.
📊
Key Findings & Data:Through a historical review method, the studies unveiled diverse e-modalities and implicit principles leveraged from March 2020 to November 2020 and identified challenges encompassing technical, pedagogical, and psychological aspects during the transition to remote instruction, predominantly on Facebook and other e-spaces.
💡
Conclusion & Impact:This research prompts a deeper conversation on the broader implications of observed e-practices, contributing to ongoing discussions about the future of education in a rapidly evolving digital landscape.
🔬Design:Review & Systematic Survey
📍Scope:2020 Verileri
⚙️Variables:Covid-19 · E-practices · Equity

Abstract

Due to the COVID-19 pandemic, teaching and learning environments have shifted from traditional to modern, in-person to online, using e-applications/platforms and social media as online teaching and learning tools. This abrupt situation has forced teachers around the world, especially in Algeria, to engage in a process of trial and error to advance the ever-evolving academic discipline of e-pedagogy. This research paper conducts a historical review of peer-reviewed research articles during the pandemic's first wave, focusing on tracing the digital practices of Algerian university instructors and inferring principles to face future challenges. Through a historical review method, the studies unveiled diverse e-modalities and implicit principles leveraged from March 2020 to November 2020 and identified challenges encompassing technical, pedagogical, and psychological aspects during the transition to remote instruction, predominantly on Facebook and other e-spaces. More idiosyncratically, the study puts forward a framework that could meet future challenges including continuous professional development for digital fluency, flexible e-teaching and e-learning practices, equity-focused cross-platform educational strategies, and student agency in e-learning. This research prompts a deeper conversation on the broader implications of observed e-practices, contributing to ongoing discussions about the future of education in a rapidly evolving digital landscape.

🔖

Cite This Article

Ghobrini, R. E., Benaicha, F., Sarnou, H. (2024). Strategies for Tomorrow: Unraveling Algerian University Instructors' E-Practices in the Face of Pandemic Challenges. Online Science Education Journal, Cilt: 9 Sayı: 1, 1–15. https://ajindex.com/articles/1637845

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (41)

  1. Ait Aissa, M., & Tebaa, F. (2022). The Shift to E-Learning during Covid-19 in Algeria: Case study of YouTube and ONEFD website for Baccalaureate students. Revue El-Tawassol, 28.
  2. Ambarak, A., & Briki, M. A. (2020). Online learning in Corona era: Algerian experience, challenges and prospects. مجلة الحكمة في المجالات الفلسفية, 7(2).
  3. Asghar, M. (2020). The Performance Of Higher Education Institutions Under And Aftermath Of Covid-19 Pandemic Crisis. Islamic World Academy Of Sciences Newsletter, 28(43), 3.
  4. Betthäuser, B., Bach-Mortensen, A., & Engzell, P. (2022). A systematic review and meta-analysis of the impact of the COVID-19 pandemic on learning. https://doi.org/10.13039/501100001665
  5. Blizak, D., Blizak, S., Bouchenak, O., & Yahiaoui, K. (2020). Students’ perceptions regarding the abrupt transition to online learning during the covid-19 pandemic: Case of faculty of chemistry and hydrocarbons at the university of Boumerdes, Algeria. Journal of Chemical Education, 97(9), 2466–2471. https://doi.org/10.1021/acs.jchemed.0c00668
  6. Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Lambert, S. R., Al-Freih, M., Pete, J., Olcott, D., Rodes, V., Aranciaga, I., Bali, M., Alvarez, A. V, Roberts, J., Pazurek, A., Raffaghelli, J. E., Panagiotou, N., De Coëtlogon, P., … Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1–126. https://doi.org/10.5281/zenodo.3878572
  7. Buheji, M., & Ahmed, D. (2020). Implications of Zoom and Similar Apps on ‘Flip-class’ Outcome in the New Normal. International Journal of Learning and Development, 10(3), 1. https://doi.org/10.5296/ijld.v10i3.17374
  8. Camargo, C. P., Tempski, P. Z., Busnardo, F. F., de Arruda Martins, M., & Gemperli, R. (2020). Online learning and COVID-19: a meta-synthesis analysis. Clinics, 75, 1–4. https://doi.org/10.6061/clinics/2020/e2286
  9. Crawford, J., Henderson, K. B., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., Magni, P. A., & Lam, S. (2020). COVID-19: 20 countries ’ higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 1–20. https://n9.cl/o7osu
  10. De Boer, H. (2021). COVID-19 in Dutch higher education. Studies in Higher Education, 46(1), 96–106. https://doi.org/10.1080/03075079.2020.1859684
  11. Deshmukh, R., Irfan, M. M., Shiva, C. K., & Balakrishna, K. (2021). Unlocking the online education space during the lockdown: Adaptation and synergies of teachers and students. Journal of Engineering Education Transformations, 34(Special Issue), 206–210. https://doi.org/10.16920/jeet/2021/v34i0/157136
  12. Ghobrini, R. E. A. (2021). Voicing the unvoiced: potential of offline MOOCs e-content to cater for non-digitally-fluent students. First Workshop on Technology Enhanced Learning Environments for Blended Education (TeleXbe2021).
  13. Ghobrini, R. E. A., Benzert, F. Z., & Balas, M. (2022). Educationalizing instagram for virtual instruction in COVID-19: A pragmatic framework. International Journal of Web-Based Learning and Teaching Technologies, 17(6), 1–16. https://doi.org/10.4018/IJWLTT.287621
  14. Ghobrini, R. E. A., & Sarnou, H. (2022). Migrating vs. Decentralizing MOOC-Based e-Content to Teaching MA Language and Communication Students. Arab World English Journal, 13(1), 196–210.
  15. Ghounane, N. (2020). Moodle or Social Networks: What Alternative Refuge is Appropriate to Algerian EFL Students to Learn during Covid-19 Pandemic. Arab World English Journal (AWEJ), 11(3), 21–41. https://doi.org/10.24093/awej/vol11no3.2
  16. Ghounane, N. (2021). Global Journal of Foreign Facebook as a learning platform in Algeria during the the Covid-19 pandemic. Global Journal of Foreign Language Teaching, 11(2), 80–93. https://doi.org/https://doi.org/10.18844/gjflt.v11i2.5555
  17. Guessar, S. (2020). Algerian University During the Corona Virus Pandemic: COVID-19 - Bechar University as a Sample. European Journal of Education, 3(August), 73–81.
  18. Haddad, M. (2020). State of art of the distancial education at the University of Biskra during the Covid-19: challenges and prospects? Elacadimia de Recherche En Sciences Sociales, 1(2), 561–583.
  19. Hadjela, M., Mazouz, H., Lassoued, F., & Malaoui, K. (2020). The Situation of Online University Education during the Coronavirus Pandemic (A Survey on a sample of Algerian Students) مجلـة مدارات سياسية, 03(03), 76–95.
  20. Hussain, T. (2020). Education and COVID-19 in Nigeria: Tackling the digital divide. SOAS Blog.
  21. Jena, P. K. (2020). Impact of pandemic COVID-19 on education in India. International Journal of Current Research (IJCR), 12.
  22. Khattala, A., & Houichi, A. (2021). University E-learning during COVID-19 Pandemic, Perceived by Teachers and Students. Ichkalat Journal, 10(3), 1188–1205.
  23. Lassassi, M., Lounici, N., Sami, L., Tidjani, C., & Benguerna, M. (2020). Université Et Enseignants Face Au Covid19: L’épreuve De L’enseignement A Distance En Algérie. Les Cahiers Du Cread, 36(3), 397–424.
  24. Lassoued, Z., Alhendawi, M., & Bashitialshaaer, R. (2020). An exploratory study of the obstacles for achieving quality in distance learning during the covid-19 pandemic. Education Sciences, 10(9), 1–13. https://doi.org/10.3390/educsci10090232
  25. Odriozola-González, P., Planchuelo-Gómez, Á., Irurtia, M. J., & de Luis-García, R. (2020). Psychological effects of the COVID-19 outbreak and lockdown among students and workers of a Spanish university. Psychiatry Research, 290(May), 1–8. https://doi.org/10.1016/j.psychres.2020.113108
  26. Osman, M. E. T. (2020). Global impact of COVID-19 on education systems: the emergency remote teaching at Sultan Qaboos University. Journal of Education for Teaching, 46(4), 463–471. https://doi.org/10.1080/02607476.2020.1802583
  27. Sahraoui, D., & Chaibendraa, W. (2020). The Role of Social Media in Strengthening Scientific Communication to Face the Consequences of the Corona Pandemic on Scientific Research: A Field Study on a Sample of Students and Professors of the Algerian University. Bibliophilia, 44–71.
  28. Santoso, M. N. (2021). Utilizing a Facebook closed group for EFL e-learning environment: Students’ views. Studies in English Language and Education, 8(3), 1026–1044.
  29. Sarnou, H., & Sarnou, D. (2021). Investigating the EFL Courses Shift into Moodle during the Pandemic of COVID-19: The case of MA Language and Communication at Mostaganem University. Arab World English Journal (AWEJ) Special Issue on Covid 19 Challenges April 2021 (1) 354 -363. https://dx.doi.org/10.24093/awej/covid.26
  30. Sosa Díaz, M. J. (2021). Emergency Remote Education, Family Support and the Digital Divide in the Context of the COVID-19 Lockdown. International Journal of Environmental Research and Public Health, 18(15). https://doi.org/10.3390/ijerph18157956
  31. Toquero, C. (2020). Emergency remote teaching amid COVID-19: The turning point. Asian Journal of Distance Education, 15(1), 185–188. https://doi.org/10.5281/zenodo.3881748
  32. Trikoilis, D., & Papanastasiou, E. C. (2020). The potential of research for professional development in isolated settings during the covid-19 crisis and beyond. Journal of Technology and Teacher Education, 28(2), 295–300.
  33. Wahab, A., & Ali, W. (2020). Online and Remote Learning in Higher Education Institutes: A Necessity in Light of COVID-19 Pandemic. Higher Education Studies, 10(3), 16–25. https://doi.org/10.5539/hes.v10n3p16
  34. Works, R. (2019). How to Conduct Effective Online Research. Richard Floyd Works. https://books.google.dz/books?id=ntXBDwAAQBAJ
  35. Zermane, H., & Aitouche, S. (2020). Digital Learning With Covid-19 in Algeria. International Journal of 3D Printing Technologies and Digital Industry, 4(2), 161–170. https://doi.org/10.46519/ij3dptdi.776978
  36. Ambarak, A., & Briki, M. A. (2020). Online learning in Corona era: Algerian experience, challenges and prospects. مجلة الحكمة في المجالات الفلسفية, 7(2).
  37. Crawford, J., Henderson, K. B., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., Magni, P. A., & Lam, S. (2020). COVID-19: 20 countries ’ higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 1–20. https://n9.cl/o7osu
  38. Ghobrini, R. E. A. (2021). Voicing the unvoiced: potential of offline MOOCs e-content to cater for non-digitally-fluent students. First Workshop on Technology Enhanced Learning Environments for Blended Education (TeleXbe2021).
  39. Haddad, M. (2020). State of art of the distancial education at the University of Biskra during the Covid-19: challenges and prospects? Elacadimia de Recherche En Sciences Sociales, 1(2), 561–583.
  40. Hadjela, M., Mazouz, H., Lassoued, F., & Malaoui, K. (2020). The Situation of Online University Education during the Coronavirus Pandemic (A Survey on a sample of Algerian Students) مجلـة مدارات سياسية, 03(03), 76–95.
  41. Lassassi, M., Lounici, N., Sami, L., Tidjani, C., & Benguerna, M. (2020). Université Et Enseignants Face Au Covid19: L’épreuve De L’enseignement A Distance En Algérie. Les Cahiers Du Cread, 36(3), 397–424.