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Evaluation of the Use of the Emerging Pedagogies in Tunisia During the Pandemic

Received: 10 September 2021     Accepted: 8 November 2021     Published: 31 December 2021
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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.

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), 2021. Published by Science Publishing Group

Keywords

Pandemic, Emerging Pedagogy, Online Teaching, Evaluation, Tunisia

References
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[2] Kidd, W., and Murray, J. (2020). The Covid-19 pandemic and its effects on teacher education in England: how teacher educators moved practicum learning online. European Journal of Teacher Education, 43 (4), 542-558.
[3] Yates, A., Starkey, L., Egerton, B., and Flueggen, F. (2020). High school students’ experience of online learning during Covid-19: the influence of technology and pedagogy. Technology, Pedagogy and Education, 1-15.
[4] Cheung, A. (2021). Language Teaching during a Pandemic: A Case Study of Zoom Use by a Secondary ESL Teacher in Hong Kong. RELC Journal, 0033688220981784.
[5] Radwan, A., and Radwan, E. (2020). Social and Economic Impact of School Closure during the Outbreak of the COVID-19 Pandemic: A Quick Online Survey in the Gaza Strip. Pedagogical Research, 5 (4).
[6] Bourdieu, P., and Wacquant, L. J. D. (1992). An invitation to reflexive sociology (1st ed.). Chicago: Univ. Of Chicago Press.
[7] Blume, C. (2020). German teachers’ digital habitus and their pandemic pedagogy. Postdigital Science and Education, 2 (3), 879-905.
[8] Baber, H. (2020). Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of COVID-19. Journal of Education and E-Learning Research, 7 (3), 285-292.
[9] Moore, M. G. (1991). Editorial: Distance education theory. American Journal of Distance Education, 5 (3), 1-6.
[10] Huynh, M. Q. (2005). Viewing e-learning productivity from the perspective of Habermas' cognitive interests theory. Journal of Electronic Commerce in Organizations, 3 (2), 33-45. Available at: https://doi.org/10.4018/jeco.2005040103.
[11] Michael, F. M., Maithya, R., and Cheloti, S. K. (2016). Influence of teacher competency on integration of ICT in teaching and learning in public secondary schools in Machakos. Journal of Education and e-Learning Research, 3 (4), 143-149. Available at: https://doi.org/10.20448/journal.509/2016.3.4/509.4.143.149.
[12] Gray, J. A., & DiLoreto, M. (2016). The effects of student engagement, student satisfaction, and perceived learning in online learning environments. International Journal of Educational Leadership Preparation, 11 (1), n1.
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Cite This Article
  • 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

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    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

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    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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  • @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}
    }
    

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    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.
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Author Information
  • Department of Technology, Higher Institute of Applied Sciences and Technology of Gabes, University of Gabes, Gabes, Tunisia

  • Water, Energy and Environment Laboratory (LR3E), National School of the Engineers of Sfax, University of Sfax, Sfax, Tunisia

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