Distance Learning during the Pandemic: Students’ Perceptions of the Challenges and Opportunities The Case of Third Year BA Students of English at Ibn Khaldoun University-Tiaret
General Information:
Level |
Master |
Title |
Distance Learning during the Pandemic: Students’ Perceptions of the Challenges and Opportunities The Case of Third Year BA Students of English at Ibn Khaldoun University-Tiaret |
Specialty |
Didactics |
Cover Page:
Outline:
General Introduction
Aim of Study
Statement of the Problem
Research Questions and Hypotheses
Methodology and Means of Research
Structure of the study
Chapter One: Distance Learning
1.1. Introduction
1.2. Definition of Distance Learning
1.2.1. What is Distance learning?
1.2.2. History of Distance Learning
1.2.3. Distance Learning and its Significance
1.2.4. Overview of Distance Learning Technologies
1.2.5. Distance Education and Generations
1.3. Types of Distance learning
1.3.1. Synchronous distance learning
1.3.2. Asynchronous distance learning
1.3.3. Hybrid distance learning
1.3.4. Blended Learning
1.3.5. Electronic learning
1.3.6. Fixed time online courses
1.4. Theories of Distance Education
1.4.1. Theories of autonomy and independence
1.4.2. Theory of industrialization
1.4.3. Theories of interaction and communication
1.5. Distance Learning in Higher Education
1.5.1. What is Distance Learning in Higher Education
1.6. Platforms of E-learning
1.6.1. Learning Management Systems (LMS)
1.6.2. Social Media
1.6.3. Web-Conferencing Softwares
1.7. Distance Learning Challenges
1.7.1. Challenges for students
1.7.2. Challenges for teachers
1.8. Distance Learning Student Success and Satisfaction
1.9. Distance Learning solutions
1.10. Conclusion
Chapter Two: Distance learning during COVID-19 pandemic
2.1. Introduction
2.2. COVID-19 Pandemic
2.2.1. The impact of COVID-19
2.2.2. COVID-19 in Algeria
2.2.3. COVID-19 and Education
2.3. COVID-19 protocol in Algerian Universities
2.3.1. Online learning in Algerian universities during COVID-19
2.3.2. Students’ use of the MOODLE platform at the University during COVID-19
2.4. Student’s mental health
2.5. The Changing Roles of Faculty in the Distance Learning Environment
2.5.1. E-learning versus Traditional Learning
2.5.2. Teachers’ Role
2.5.3. Students’ Role
2.5.4. The effectiveness of teaching
2.5.5. The measurement of student learning performance
2.5.6. Benefits of Implementing E-Learning
2.6. E-Learning Training
2.6.1. E-learning students training
2.6.2. E-learning teachers training
2.7. Conclusion
Chapter Three: Fieldwork and Data Analysis
3.1. Introduction
3.2. Description of the Research Strategy /Design
3.2.1. Choice of the Methods
3.2.2. Data Collection Methods
3.2.3. Population and Sample
3.2.4. Data Analysis and Procedures
3.3. Students’ Questionnaire
3.3.1. Description of the students’ Questionnaire
3.3.2. Analysis of the results
3.3.3. Data Analysis and Interpretation
3.4. Teachers’ Interview
3.4.1. Description of the Teachers’ Interview
3.4.2. Analysis of the results
3.4.3. Data Analysis and Interpretation
3.5. Conclusion
Limitations of the Study
Recommendations
General conclusion
References
الملخص
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