On the Relationship of Moroccan Students’ E-Learning Readiness, Perceived Attitudes and Independent E-Learning during Covid-19 pandemic Times: A correlational Study.
On the Relationship of Moroccan Students’ E-Learning Readiness, Perceived Attitudes and Independent E-Learning during Covid-19 pandemic Times: A correlational Study.

Summary/Abstract: The current reality of Covid-19 pandemic has strengthened existing disorderly tendencies and crises in higher education. These include digital transformation where online learning and teaching or a combination of the two have become the rule not the exception. This study therefore aims at examining the challenges that Ibn Tofail University (ITU) students have faced during the Covid-19 lockdown with a particular focus on exploring their e-readiness to get adapted to the sudden disruption created by universities transition to e-learning and its correlation with perceived attitudes, and independent e-readiness. One hundred and twenty-six respondents reacted to a semi-structured self-administered questionnaire adapted from literature and which contains sections about e-readiness, perceived attitudes towards e-learning, and independent e-learning. Spearman rank-order correlation tests were performed to assess the correlations between different factors. The results of the study showed that the three main variables: e-readiness, perceived attitudes towards e-learning, and independent e-learning correlate positively and strongly with each other. These results suggest that the level of satisfaction with the model of teaching and learning provided under emergency using technology has enhanced students’ e-readiness, attitudes towards e-learning, and independent e-learning. In conclusion, the students are ready for e-Learning despite the modest ICT infrastructure and the stressful circumstances related to the Covid-19 pandemic.

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