The Digital Educational Innovation In The Weather Of Covid-19 In Morocco

In times of the COVID19 pandemic, in Morocco as elsewhere, the acceleration of the use of information and communication technologies for education (ICT) is at the origin of new educational practices. This communication takes stock of the acceptance, use and appropriation of ICT in the effective so-called hybrid teaching of universities and more specifically in private higher education in Morocco. Our approach mobilizes a quantitative method using a structural equation model based on the classical and robust theoretical logics TAM and UTAUT. We show that this acceleration confirms a trend already present before the pandemic while proposing an often original hybridization which always articulates presence and distance

Gender approach and use of ICT in education

Information systems are now an integral part of corporate management techniques. As information and communication technologies, they are social objects whose acceptance or rejection strongly depends on the learning context. The aim of our research is to clarify the main user behavior factors related to information and communication technologies for education, taking into account the gender approach in the specific context of higher education.This paper reviews theoretical issues related to gender and ICT in light of views developed by feminist studies

ICTE and E-Learning: The Case of Private Higher Education Institutions in Morocco

The objective of this research is to identify the factors that influence students' attitudes towards the use of information technology and communication for education (ICTE) in their online learning activities, by using several models, specifically in private higher education in Morocco. Several models have been used to examine the determinants of students' behavioral intention to use ICT in the learning process. Some of these popular models include the Technology Acceptance Model (TAM) and its extension, the Unified Theory of Acceptance and Use of Technology model (UTAUT). In this research, the methodology used is that of a structural equation model in empirical testing and validation of the different hypotheses of our model based on a sample of 400 private higher education students and with the use of software tools for this purpose. The results showed that the intent of learners to use ICT for distance learning was significantly positively influenced by perceived usefulness, ICT quality, ICT output quality, ease of use, and hedonic motivation. Contrary to our previous expectations, facilitative conditions and social influence had no influence on the intention to use. Theoretically, this research aims to contribute to an improved understanding of the determinants of ICTE adoption by learners, by proposing a model that is part of a socio-technical analysis framework. Thus, the expected impact on management objectives is important. Managers will have a good tool, easy and quick to implement, allowing them to evaluate either one or all of the to evaluate either one or all of the variables in the model. The proposed model aims to identify not only the variables operationalized for ICT in a private higher education institution, but should also provide insight into the pathway that leads to its use by learners. The model can be contextualized within Moroccan public universities, contextualized at the regional level in the kingdom, our model can also be studied in other Arab or African countries or those with similar economies. The major limitations of our research are firstly the use of a conceptual model insufficiently based on causal relationships and secondly the failure to use moderating variables (age, level of education, experience)   JEL Classification: A2 Paper type: Empirical researchThe objective of this research is to identify the factors that influence students' attitudes towards the use of information technology and communication for education (ICTE) in their online learning activities, by using several models, specifically in private higher education in Morocco. Several models have been used to examine the determinants of students' behavioral intention to use ICT in the learning process. Some of these popular models include the Technology Acceptance Model (TAM) and its extension, the Unified Theory of Acceptance and Use of Technology model (UTAUT). In this research, the methodology used is that of a structural equation model in empirical testing and validation of the different hypotheses of our model based on a sample of 400 private higher education students and with the use of software tools for this purpose. The results showed that the intent of learners to use ICT for distance learning was significantly positively influenced by perceived usefulness, ICT quality, ICT output quality, ease of use, and hedonic motivation. Contrary to our previous expectations, facilitative conditions and social influence had no influence on the intention to use. Theoretically, this research aims to contribute to an improved understanding of the determinants of ICTE adoption by learners, by proposing a model that is part of a socio-technical analysis framework. Thus, the expected impact on management objectives is important. Managers will have a good tool, easy and quick to implement, allowing them to evaluate either one or all of the to evaluate either one or all of the variables in the model. The proposed model aims to identify not only the variables operationalized for ICT in a private higher education institution, but should also provide insight into the pathway that leads to its use by learners. The model can be contextualized within Moroccan public universities, contextualized at the regional level in the kingdom, our model can also be studied in other Arab or African countries or those with similar economies. The major limitations of our research are firstly the use of a conceptual model insufficiently based on causal relationships and secondly the failure to use moderating variables (age, level of education, experience)   JEL Classification: A2 Paper type: Empirical researc

Putting in perspective the determinants to adoption of ICTT in private institutions for higher education : The case of Morocco

Les technologies de l'information et de la communication appliquées à l’éductation (TICE) sont devenues incontournables dans la sphère de l’enseignement supérieur au Maroc comme partout dans le monde. Cependant des spécificités en termes d’adoption, d’usage et d’appropriation subsitent. C’est l’objet de cette thèse que d’identifier les déterminants de cette adoption et d’expliquer corollairement pourquoi leur impact n'a pas été aussi important que dans d'autres domaines ou territoires. Notre approche est basée sur le corpus théorique du MSI et des théories usuelles de l’adoption des TI et de leur diffusion (Davis, 1989, Roger, 2002, Venkatesh 2012) et est interprétativiste. Notre démarche est qualitative et s’appuie sur plussieurs études de cas dont l’une sur Marrakech et l’autre sur Casablanca.Nos résultats montrent l'évolution rapide le rôle moteur que jouent les TICE dans l'apprentissage et dans la relation entre l’apprenant et l’animateur (ie. enseignant) La thèse met en lumière les facteurs de l’adoption des TICE dans l'enseignement supérieur avec l’importance de l’implication des cadres, de l’acceptation et des effets réseaux sur la transformation organisationnelle de l'enseignement et de l'apprentissage dans les universités et grandes écoles avec un focus sur l’impact de la crise COVID19 sur les TICEManquan