Towards a Successful Implementation of Online Learning in Algerian Higher Education: Readiness and Satisfaction as Key Tenets
DOI:
https://doi.org/10.70091/Atras/vol05no2.11Keywords:
Adaptability, Algerian Higher Education, online learning, readiness, satisfaction, strategic decision-makingAbstract
The widespread pandemic (the Coronavirus) forced educators worldwide to change their instructional methods away from the conventional modalities, which requires a switch from the well-established face-to-face modality to an online one. To this end, the purpose of this study is twofold: to discover what attitudes actors in the pedagogical sector hold towards the underlying dimensions of readiness and satisfaction, and to pinpoint the fruitful roadmap implementation of the new online learning protocols. By exploring the readiness of students and the satisfaction of teachers, a holistic understanding of the factors that contribute to successful online education emerges. The findings of this research will offer valuable insights for educators, policymakers, and stakeholders, helping to shape a more effective and equitable educational system for the future. To undertake this study, the researcher has opted for mixed-method research that manifests in interviews with teachers and academics and a questionnaire with students at Saida University (in Algeria). The obtained results showed that the study participants demonstrated positive attitudes and significant levels of readiness, willingness, and salient satisfaction toward online learning. Furthermore, this worthy transition is a golden opportunity to ingrain in the minds of practitioners that strategic decision-making, critical thinking, adaptability, and resilience are among the fundamental tenets that determine the nature and future of a new online learning era.
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