Redefining Blended Learning In Resource-Constrained Contexts

Description

This book investigates Morocco’s unexpected transition to online education amid the coronavirus pandemic. It discloses impediments that educators encountered at Ibn el-Yassmine High School, specifically, socioeconomic inequality, unequal access to technological devices, unstable internet connectivity, insufficient official digital content, and inadequate training on official LMS platforms such as Microsoft Teams. This digital divide, therefore, led to considerable learning deficits, as well as learners’ disengagement and demotivation. To address these gaps, the CAOL framework reconceptualises blended learning through an offline-first asynchronous model grounded in five core aspects:

* Affordability: ensuring access and ownership of necessary learning tools.

* Materiality: accessible multi-model content that is self-explanatory.

* Flexibility: ensuring self-paced learning, gamification, and rich, pluralistic interactions.

* Self-assessment: Implementation of layered diagnostic, formative, and summative feedback mechanisms.