ONLINE TEACHING: REVEALING THE SOCIAL AND SCHOOLAR FRACTURE IN TIMES OF PANDEMIC

Leila Belkaim
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Leila Belkaim: University of Ibn Khaldoun Tiaret, Algeria

Annals of the University of Craiova, Series Psychology, Pedagogy, 2022, vol. 44, issue 2, 215-226

Abstract: In the era of the coronavirus pandemic, the university has closed all its reception areas in front of students, and to ensure pedagogical continuity, this situation has forced it to take up the pedagogical technical challenge by opting exclusively for digital. The interest of this article and to show how the students lived this experience from the angle of values. The ergological approach helps us to analyze the way the group of students use to continuously renormalize the new demands imposed by the environment. This is reinforced by focus groups as well as individual interviews. The results document the presence of a psychoaffective relationship, a transformation in the learning process, a limit of digitization and the need for new adjustments. New adjustments are necessary contributing to the success of distance learning in Algeria.

Keywords: Pedagogical technique; Focus group; Pedagogical continuity; Renormalization; Ergology. (search for similar items in EconPapers)
JEL-codes: I21 (search for similar items in EconPapers)
Date: 2022
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Persistent link: https://EconPapers.repec.org/RePEc:edt:aucspp:v:44:y:2022:i:2:p:215-226

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