ENSET Mohammedia- UH2C (MOROCCO)
About this paper:
Appears in: EDULEARN21 Proceedings
Publication year: 2021
Pages: 6209-6215
ISBN: 978-84-09-31267-2
ISSN: 2340-1117
doi: 10.21125/edulearn.2021.1254
Conference name: 13th International Conference on Education and New Learning Technologies
Dates: 5-6 July, 2021
Location: Online Conference
Due to current health conditions and also the speed of new technologies, distance or hybrid education has undoubtedly become a necessity around the world. With that being said, COVID 19 has accelerated the implementation of various digital techniques yet defined mandatory procedures to be followed in all areas. Thus, teaching practices have shifted towards the use of different educational platforms and applications or even social networks in order to keep in touch with students while still ensuring classes through.

These forms of learning have not been easy neither for students nor for teachers according to the first feedbacks collected from the two parties who continue until now to adapt and try becoming more involved to optimize the learning, plus master more or less the difficulties encountered through trainings, testing and shared experiences.
This article is part of a quality approach based on structuring learning systems to set mutual synergies and appropriate quality assurance for any teaching model: 101 so called one on one, online, comodal and hybrid.

The main purpus of our contribution is to meet the international standard ISO 21001 in order to capitalize yet optimize educational resources on the one hand and to present an evaluation model based on a retroactive descriptor on the other hand.

We will start off by presenting the diagnosis of learning in times of crisis, then discuss the results of the corresponding survey carried out on a sample of 352 students and teachers. Based on this qualitative study and our experience at the university, we will highlight the impact of online and hybrid education on pedagogical quality in order to reshape the methods of all digitalized assessments as well as the recommendations including the perspectives for making e-learning a common and sustainable practice.

For that, we have produced a hybrid educational repository, available to universities alongside with a developed retroactive model that will not only ensure a follow-up during the formative evaluation, but also help learners in their daily tasks so they can point out easily their weaknesses to be trained.
COVID 19; e-Learning; platforms; ISO 21001; rethinking assessment.