Digital resources' role in university teaching and learning exploration

Brahim Maziane; Abdessamad Tridane; Said Belaaouad

doi:10.31686/ijier.vol11.iss8.4134

Authors

Brahim Maziane

University of Hassan II Casablanca
Abdessamad Tridane

United Arab Emirates University

https://orcid.org/0000-0001-8471-7807
Said Belaaouad

University of Hassan II Casablanca

DOI:

https://doi.org/10.31686/ijier.vol11.iss8.4134

Keywords:

Digital tools, Education, Teachers, Students, Student-centered learning, Disparity

Abstract

The evolution of digital tools in education has created a disparity between the tools teachers use and those available to students, leading to an unequal relationship. This disparity has hindered the shift from traditional teaching to student-centered learning, a crucial aspect of novel approaches in cognitive psychology.

The primary objective of this transition is to prioritize the learner in the education system, enabling them to acquire knowledge in a more active, autonomous, and participatory manner. However, achieving this transformation requires in-depth research to examine the nature of the digital tools accessible to teachers and compare them with those available to students.

The analysis of research results reveals a prevalence of digital tools focused on teaching, creating an imbalance that favors instructional activities over the learning process. The tools available to teachers often prioritize one-way transmission of knowledge, emphasizing information presentation and dissemination.

From a learning perspective, promoting active interactions, experimentation, practical exercises, and problem-solving activities is crucial. Unfortunately, digital tools intended for students often lack active engagement and participation opportunities, limiting their potential for autonomous and interactive learning.

This article proposes to identify and evaluate the digital resources teachers and students use to determine the extent to which these tools lean toward teaching or learning. This evaluation aims to better understand the nature of current tools and identify the gaps that need to be addressed to foster a more balanced learning experience. The study focuses on teachers and students in teacher training programs as the target population.

This research aims to develop more inclusive and effective educational practices that empower learners and enhance their overall educational experience by addressing the disparity between teacher-focused and student-centered digital tools.

Author Biographies

Brahim Maziane , University of Hassan II Casablanca

Laboratoire multidisciplinaire en sciences de l’éducation et en ingénierie de formation (LMSEIF)
Abdessamad Tridane, United Arab Emirates University

Department of Mathematical Science
Said Belaaouad , University of Hassan II Casablanca

Department of Chemistry, Laboratory of Physical Chemistry of Materials LCPM, Faculty of Sciences Ben M'Sick

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