Abstract:

In the current context of the health crisis - related in particular to the coronavirus pandemic and after the state of health emergency declared in Morocco, the Ministry of National Education, Vocational Training, Higher Education and Scientific Research has taken important preventive measures to ensure educational continuity during the academic year 2019/2020 and has decided to suspend face-to-face courses in various schools and universities in the public and private sectors. Following this unprecedented situation, and to fight against the spread of the Covid-19 pandemic, the face-to-face courses have been completely replaced by distance learning.

Several technological tools and educational applications, through web 2.0, have been put in place to ensure this rapid transition to entirely distance teaching-learning. Web 2.0 now provides a new environment capable of influencing the learning process, thanks to the panoply of online tools (virtual classrooms, forums, chat, social networks, etc.), thus allowing the creation of a virtual space dedicated to the exchange and sharing of knowledge. Indeed, in order to allow students to optimize the learning task in an autonomous, organized and structured manner, other significant criteria come into play in the learning process, namely motivation.

Several researches in the field of motivation confirm that there is a strong relationship between motivation and success in the teaching-learning process. Motivation is the essence of learning and it is more crucial in the case of the distance learning process. Faced with these new practices in a situation of crisis related to COVID-19, it becomes important to question the effectiveness of the use of these digital tools and Web 2.0 applications for educational purposes and their influence on learner motivation.

Our contribution attempts to evaluate the impact of pedagogical use of these digital tools in the COVID-19 pandemic situation on self-determined motivation among a group of students in a Web 2.0 distance learning situation according to Decy and Ryan's self-determined motivation theory. The collected data will be exploited using a quantitative methodology, in order to put out a list of proposals and recommendations to feed the pedagogical reflection of teachers.

Keywords:

Web 2.0, Covid-19, motivation, self-determination, higher education.