As it is the case worldwide, pandemic conditions have surprisingly imposed the use of new emerging pedagogies in Tunisian universities. This use has failed to reach the pedagogical efficiency. This failure is related to causes related to students as well as teachers. Based on questionnaire of 100 students and 50 teachers from the University of Gabes, it may be concluded that failure of online teaching is related to the lack of favorable factors including interaction, student motivation, course structure, instructor knowledge and student perceived learning. In addition, other difficulties in Tunisia deepened the complexity including innovation rejection of Tunisian teachers and students, teacher habitus, economic capital, digital cultural capital and pandemic fear. This study foresees that pandemic conditions will shape the used pedagogy in the near and even the far future. As recommendations for the success of this new emerging pedagogy, logistic preparation of software and hardware of online is recommended. In addition, teachers as well as their students are to acquire the skills to reach the high efficiency. In terms of academic evaluation and follow up, performing this pandemic pedagogy needs further studies and investigation. Accordingly, further studies would be relevant to evaluate the efficiency of new emerging pedagogies to face the surprisingly emerging conditions of the pandemic.
| Published in | International Journal of Secondary Education (Volume 9, Issue 4) |
| DOI | 10.11648/j.ijsedu.20210904.14 |
| Page(s) | 124-127 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Pandemic, Emerging Pedagogy, Online Teaching, Evaluation, Tunisia
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APA Style
Elhoucine Essefi, Soumaya Hajji. (2021). Evaluation of the Use of the Emerging Pedagogies in Tunisia During the Pandemic. International Journal of Secondary Education, 9(4), 124-127. https://doi.org/10.11648/j.ijsedu.20210904.14
ACS Style
Elhoucine Essefi; Soumaya Hajji. Evaluation of the Use of the Emerging Pedagogies in Tunisia During the Pandemic. Int. J. Second. Educ. 2021, 9(4), 124-127. doi: 10.11648/j.ijsedu.20210904.14
AMA Style
Elhoucine Essefi, Soumaya Hajji. Evaluation of the Use of the Emerging Pedagogies in Tunisia During the Pandemic. Int J Second Educ. 2021;9(4):124-127. doi: 10.11648/j.ijsedu.20210904.14
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Download@article{10.11648/j.ijsedu.20210904.14,
author = {Elhoucine Essefi and Soumaya Hajji},
title = {Evaluation of the Use of the Emerging Pedagogies in Tunisia During the Pandemic},
journal = {International Journal of Secondary Education},
volume = {9},
number = {4},
pages = {124-127},
doi = {10.11648/j.ijsedu.20210904.14},
url = {https://doi.org/10.11648/j.ijsedu.20210904.14},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20210904.14},
abstract = {As it is the case worldwide, pandemic conditions have surprisingly imposed the use of new emerging pedagogies in Tunisian universities. This use has failed to reach the pedagogical efficiency. This failure is related to causes related to students as well as teachers. Based on questionnaire of 100 students and 50 teachers from the University of Gabes, it may be concluded that failure of online teaching is related to the lack of favorable factors including interaction, student motivation, course structure, instructor knowledge and student perceived learning. In addition, other difficulties in Tunisia deepened the complexity including innovation rejection of Tunisian teachers and students, teacher habitus, economic capital, digital cultural capital and pandemic fear. This study foresees that pandemic conditions will shape the used pedagogy in the near and even the far future. As recommendations for the success of this new emerging pedagogy, logistic preparation of software and hardware of online is recommended. In addition, teachers as well as their students are to acquire the skills to reach the high efficiency. In terms of academic evaluation and follow up, performing this pandemic pedagogy needs further studies and investigation. Accordingly, further studies would be relevant to evaluate the efficiency of new emerging pedagogies to face the surprisingly emerging conditions of the pandemic.},
year = {2021}
}
TY - JOUR T1 - Evaluation of the Use of the Emerging Pedagogies in Tunisia During the Pandemic AU - Elhoucine Essefi AU - Soumaya Hajji Y1 - 2021/12/31 PY - 2021 N1 - https://doi.org/10.11648/j.ijsedu.20210904.14 DO - 10.11648/j.ijsedu.20210904.14 T2 - International Journal of Secondary Education JF - International Journal of Secondary Education JO - International Journal of Secondary Education SP - 124 EP - 127 PB - Science Publishing Group SN - 2376-7472 UR - https://doi.org/10.11648/j.ijsedu.20210904.14 AB - As it is the case worldwide, pandemic conditions have surprisingly imposed the use of new emerging pedagogies in Tunisian universities. This use has failed to reach the pedagogical efficiency. This failure is related to causes related to students as well as teachers. Based on questionnaire of 100 students and 50 teachers from the University of Gabes, it may be concluded that failure of online teaching is related to the lack of favorable factors including interaction, student motivation, course structure, instructor knowledge and student perceived learning. In addition, other difficulties in Tunisia deepened the complexity including innovation rejection of Tunisian teachers and students, teacher habitus, economic capital, digital cultural capital and pandemic fear. This study foresees that pandemic conditions will shape the used pedagogy in the near and even the far future. As recommendations for the success of this new emerging pedagogy, logistic preparation of software and hardware of online is recommended. In addition, teachers as well as their students are to acquire the skills to reach the high efficiency. In terms of academic evaluation and follow up, performing this pandemic pedagogy needs further studies and investigation. Accordingly, further studies would be relevant to evaluate the efficiency of new emerging pedagogies to face the surprisingly emerging conditions of the pandemic. VL - 9 IS - 4 ER -
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