Distance Learning in Algeria: A New Pedagogy for a New Professional Experience

Abstract

A new mode of teaching and evaluation emerged at the Algerian universities after the global health crisis caused by the Coronavirus, necessitating the
teaching and learning process to take place remotely through digital platforms, especially Moodle (Modular et al.), which is officially accredited. This rapid and
significant transition from traditional teaching to distance learning has profoundly affected the entire university system. This article examines how the
two main stakeholders have addressed this new pedagogical approach: teachers and students. Two research tools were used to conduct this study: a
questionnaire administered to twenty master’s-level students and a semi structured interview with five full-time teachers. The collected data demonstrated that most teachers and students reported that the initial experience was fraught with numerous technical challenges. Furthermore, both groups urgently needed to develop pedagogy compatible with this new teaching mode.