Abstract—Like everywhere in the world, the sudden onset of
the coronavirus pandemic and the consequent closure of schools
has imposed distance education as a compulsory alternative.
Therefore, teachers have switched to distance education;
students have been invited to join the platforms set up.
Similarly, Regional Center for Education and Training
(CRMEF) has been mobilized to ensure the continuity of the
pre-service training for future teachers. This research aims to
assess the distance education satisfaction of future teachers
during confinement. A descriptive study was conducted by
using the Google Forms tool. No less than 360 trainee teachers
from the Rabat-Salé-Kenitra Regional Center (CRMEF)
participated in the study. A qualitative approach was carried
out to develop the construct. After validation of the
questionnaire by the research committee, the questionnaire was
self-administered. The reliability of the questionnaire was
determined. A total of 360 responses were received (30% men
and 70% women). Cronbach's alpha of the questionnaire turns
out to be 0.8. On the whole, 58.33% of the confined trainees
were dissatisfied about distance learning. 60% of the
participants did not have computer equipment, while 73.33%
reported that they have connection and network problems.
Switching to distance learning was not a choice. Remains the
best solution to complete the modules of the qualifying training
of trainee teachers before their assignment. Empirical research
findings and recommendations need to be taken into
consideration to practice this approach in the post-pandemic
period.
Index Terms—Covid-19, CRMEF, distance Learning, trainee
teacher, satisfaction.
Zineb Boumaaize and Hanan El Faylali are with Laboratory of
Informatics Systems and Optimization, Faculty of Science, Ibn Tofail
University, Kénitra, Morocco (e-mail: zineb.boumaaize@uit.ac.ma,
hanan.elfaylali@uit.ac.ma).
Abdelmajid Soulaymani and Bouazza El Wahbi are with Research
Laboratory: Education, Environment & Health (EES) at CRMEF Rabat /
Salé / Kenitra, and with Laboratory of Genetics and Biometrics, Faculty of
Science, Ibn Tofail University, Kénitra, Morocco (e-mail:
youssmad@yahoo.fr, soulaymani@uit.ac.ma).
Bouazza El Wahbia is with Laboratory of Analysis, Geometry and
Applications, Faculty of Science, Ibn Tofail University, Kénitra, Morocco
(e-mail: belwahbi@yahoo.fr).
Cite: Zineb Boumaaize, Youssef El Madhi, Abdelmajid Soulaymani, Bouazza El Wahbi, and Hanan El Faylali, "Distance Learning during Lockdown: Satisfaction Assessment among Moroccan Trainee Teachers," International Journal of Information and Education Technology vol. 11, no. 9, pp. 424-428, 2021.
Copyright © 2021 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).