[ Conception et mise en œuvre d’une formation à distance via E-Learning en hydrogéologie, (ENS Martil, Maroc) ]
Volume 49, Issue 2, July 2020, Pages 317–333
Redouan Alilouch1, Mohamed Draoui2, and Rachid Janati-Idrissi3
1 Département des sciences de la matière et de la vie, Ecole Normale Supérieure, Université Abdel Malek Essaâdi, Tétouan, Morocco
2 Département des sciences de la matière et de la vie, Ecole Normale Supérieure, Université Abdel Malek Essaâdi, Tétouan, Morocco
3 Département des sciences de la matière et de la vie, Ecole Normale Supérieure, Université Abdel Malek Essaâdi, Tétouan, Morocco
Original language: French
Copyright © 2020 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.
The study aims to integrate new information and communication technologies applied in pedagogical practice into university training. It consists of the implementation of distance learning devices via a platform and an interactive learning support (CD-Rom) for the benefit of students and also for secondary school teachers of Life and Earth Sciences, in the field of hydrogeology. These devices meet a great need among students and teachers in terms of training, and face the constraints (temporal, spatial and financial) that prevent them from attending a classroom training in this field. They provide distance training characterized by both communication and interaction, the use of mediatized teaching resources, relocation and autonomous management of training time. In this way, they solve the problem of absenteeism among _learners. This study presents the steps involved in the development of an E-Learning system, from the needs for study to its implementation and deployment. It makes it easy to deploy a system dedicated to online learning and collaborative work, because it corresponds perfectly to our needs (good communication and sharing of knowledge and know-how...).
Author Keywords: Hydrogeology, Distance Learning, E-Learning, Platform, ICTE, Media Educational Resources, Pedagogical Support, Pedagogical scenario.
Volume 49, Issue 2, July 2020, Pages 317–333
Redouan Alilouch1, Mohamed Draoui2, and Rachid Janati-Idrissi3
1 Département des sciences de la matière et de la vie, Ecole Normale Supérieure, Université Abdel Malek Essaâdi, Tétouan, Morocco
2 Département des sciences de la matière et de la vie, Ecole Normale Supérieure, Université Abdel Malek Essaâdi, Tétouan, Morocco
3 Département des sciences de la matière et de la vie, Ecole Normale Supérieure, Université Abdel Malek Essaâdi, Tétouan, Morocco
Original language: French
Copyright © 2020 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
The study aims to integrate new information and communication technologies applied in pedagogical practice into university training. It consists of the implementation of distance learning devices via a platform and an interactive learning support (CD-Rom) for the benefit of students and also for secondary school teachers of Life and Earth Sciences, in the field of hydrogeology. These devices meet a great need among students and teachers in terms of training, and face the constraints (temporal, spatial and financial) that prevent them from attending a classroom training in this field. They provide distance training characterized by both communication and interaction, the use of mediatized teaching resources, relocation and autonomous management of training time. In this way, they solve the problem of absenteeism among _learners. This study presents the steps involved in the development of an E-Learning system, from the needs for study to its implementation and deployment. It makes it easy to deploy a system dedicated to online learning and collaborative work, because it corresponds perfectly to our needs (good communication and sharing of knowledge and know-how...).
Author Keywords: Hydrogeology, Distance Learning, E-Learning, Platform, ICTE, Media Educational Resources, Pedagogical Support, Pedagogical scenario.
Abstract: (french)
L’étude vise à intégrer des nouvelles technologies de l’information et de la communication appliquées dans la pratique pédagogique à la formation universitaire. Elle consiste à la mise en place des dispositifs de formation à distance via une plate-forme et un support d’apprentissage interactif (CD-Rom) au profit des étudiants et aussi des professeurs du secondaire de Sciences de la vie et de la terre, en matière d’hydrogéologie. Ces dispositifs viennent combler un grand besoin auprès des étudiants et des professeurs en termes de formation, et affronter les contraintes (temporelles, spatiales et financières) qui empêchent ces derniers d’assister à une formation en présentiel en matière. Ils assurent une formation à distance caractérisée par la communication et l’interaction, le recours à des ressources pédagogiques médiatisées, la délocalisation et la gestion autonome du temps de formation. Ainsi, ils résolvent le problème d’absentéisme chez les apprenants fonctionnaires. Cette étude présente les étapes de réalisation d’un dispositif de E-Learning depuis l’étude des besoins jusqu’à sa mise en œuvre et son déploiement. Elle permet de déployer facilement un dispositif dédié à l’apprentissage et au travail collaboratif en ligne; parce qu’il correspond parfaitement à nos besoins (une bonne communication et un partage du savoir et savoir-faire …).
Author Keywords: Hydrogéologie, Enseignement à distance, E-Learning, Plate-forme, TICE, Ressources Pédagogiques Médiatisées, Support Pédagogique. Scénario pédagogique.
How to Cite this Article
Redouan Alilouch, Mohamed Draoui, and Rachid Janati-Idrissi, “Design and implementation of distance learning via E-Learning in hydrogeology (ENS Martil, Morocco),” International Journal of Innovation and Scientific Research, vol. 49, no. 2, pp. 317–333, July 2020.
