IDEAS home Printed from https://ideas.repec.org/a/smo/journl/v8y2023i2p126-137.html
   My bibliography  Save this article

The Implementation of E-learning in Algeria during the COVID-19 Time: Case Study of Relizane Second-Year English Department Students of Master Degree

Author

Listed:
  • Cherifa Benkaddour

    (University of Ahmed Zabana,Relizane, Algeria)

Abstract

This study investigates the use of e-learning, primarily focusing on the Moodle platform, at the University of Relizane in Algeria during the three years of the pandemic. The participants in this study were second-year master’s students of English in the Department of English at Relizane University. Forty second-year master’s students were invited to answer a questionnaire of three open questions and one open-ended question. The responses were analyzed quantitatively. One of the most interesting findings of this study is that the unexpected and surprising lockdown that imposed this electronic type of learning has been difficult for both students and the governing body to cope with. One conclusion of this study is that the Algerian University and its students are still unready to embrace the use of e-learning, preferring the old traditional type of learning.

Suggested Citation

  • Cherifa Benkaddour, 2023. "The Implementation of E-learning in Algeria during the COVID-19 Time: Case Study of Relizane Second-Year English Department Students of Master Degree," Scientia Moralitas Journal, Scientia Moralitas, Research Institute, vol. 8(2), pages 126-137, December.
    • Handle: RePEc:smo:journl:v:8:y:2023:i:2:p:126-137
    as

    Download full text from publisher

    File URL: https://www.scientiamoralitas.com/index.php/sm/article/view/246
    Download Restriction: no
    File URL: https://www.scientiamoralitas.com/index.php/sm/article/view/246/157
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Carlin Dowling & Jayne Godfrey & Nikole Gyles, 2003. "Do hybrid flexible delivery teaching methods improve accounting students' learning outcomes?," Accounting Education, Taylor & Francis Journals, vol. 12(4), pages 373-391.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Carlos J. Asarta & James R. Schmidt, 2013. "Student Choices of Reduced Seat Time in a Blended Introductory Statistics Course," Working Papers 13-14, University of Delaware, Department of Economics.
    2. Nia Love & Nadine Fry, 2006. "Accounting students' perceptions of a virtual learning environment: Springboard or safety net?," Accounting Education, Taylor & Francis Journals, vol. 15(2), pages 151-166.
    3. Jackson, Mark, 2014. "Accounting “Boot Camp”," Journal of Accounting Education, Elsevier, vol. 32(1), pages 88-97.
    4. Jean Ingersoll Abbott & Barry R. Palatnik, 2018. "Students’ perceptions of their first accounting class: implications for instructors," Accounting Education, Taylor & Francis Journals, vol. 27(1), pages 72-93, January.
    5. Denis Are?an & Lauren?iu Gabriel ?îru, 2022. "Students satisfaction with the online teaching process," Academicus International Scientific Journal, Entrepreneurship Training Center Albania, issue 25, pages 184-193, January.
    6. Debbie Delaney & Lisa McManus & Chew Ng, 2015. "First Year Accounting Students’ Perceptions Of Blended Learning," Business Education and Accreditation, The Institute for Business and Finance Research, vol. 7(2), pages 9-23.
    7. McCarthy, Mary & Kusaila, Michelle & Grasso, Lawrence, 2019. "Intermediate accounting and auditing: Does course delivery mode impact student performance?," Journal of Accounting Education, Elsevier, vol. 46(C), pages 26-42.
    8. Keller, J. Howard & Hassell, John M. & Webber, Sally A. & Johnson, James N., 2009. "A comparison of academic performance in traditional and hybrid sections of introductory managerial accounting," Journal of Accounting Education, Elsevier, vol. 27(3), pages 147-154.
    9. Seung Jae Lee & Hyunae Lee & Taegoo Terry Kim, 2018. "A Study on the Instructor Role in Dealing with Mixed Contents: How It Affects Learner Satisfaction and Retention in e-Learning," Sustainability, MDPI, vol. 10(3), pages 1-16, March.
    10. Crawford, Louise & Helliar, Christine & Monk, Elizabeth & Stevenson, Lorna, 2011. "SCAM: Design of a learning and teaching resource," Accounting forum, Elsevier, vol. 35(1), pages 61-72.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:smo:journl:v:8:y:2023:i:2:p:126-137. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Eduard David (email available below). General contact details of provider: .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.