Teaching Civilization Online Teachers and Students Experiences with Moodle during the Covid-19 Lockdown at Mascara University, Algeria
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Published:
Jan 16, 2025
Keywords:
Moodle, Civilisation, Covid-19, Lockdown, Teachers and Students, Mascara University
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Abstract
The outbreak of the Covid-19 pandemic in late 2019 led to a global adoption of lockdown policies, and Algeria was no exception. This abrupt shift significantly impacted the functioning of Algerian universities, as both teachers and students were required to continue their academic activities from home using the Moodle platform. This paper examines the experiences of both teachers and students in the Department of English at Mascara University, focusing on the teaching and learning of the Civilisation module. Given the module's inherent complexity and the challenges of delivering it through an online platform, this study provides insights into how this transition affected academic performance and engagement from both perspectives.
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How to Cite
BENABDI , F., & MEBITIL , N. (2025). Teaching Civilization Online. Social and Human Science Studies, 14(1), 431 - 442. https://doi.org/10.46315/1714-014-001-031
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References
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Zitouni, K. S. (2022). “Online Teaching Challenges and Benefits in the Era of the Coronavirus Pandemic.” In The Challenges and Opportunities of Teaching English Worldwide in the Covid-19 Pandemic, edited by F. Kilickaya, J. Kic-Drgas & R. Nahlen, 18-20. Cambridge: Cambridge University.
Benkhider, N, and Kherbachi, S. (2020). “The Influence of Remote Learning on Students Learning Habits during Covid-19.” Les Cahiers du Cread 36 (03): 425- 448.
Bouderbane, A. (2022). “Enhancing the Quality of Teaching and Assessment: Teaching English in Algeria.” The Challenges and Opportunities of Teaching English Worldwide in the Covid-19 Pandemic, edited by F. Kilickaya, J. Kic-Drgas, and R. Nahlen, 5-10. Cambridge: Cambridge University.
Chelghoum, A, and Chelghoum, H. (2020). “The Covid-19 Pandemic and Education: Big Changes Ahead for Teaching in Algeria.” Altralang Journal 02: 118-132.
Dambri, M. L, and Mehiri, R. (2021). “An Investigation of the Major Challenges Encountered by Algerian EFL Teachers and their Impact on the Students’ Academic Performance during the Coronavirus Pandemic.” International Journal of Research Pedagogy and Technology in Education and Movement Sciences 04: 1-26.
Dudeney, G., & Hockly, N. (2008). How to Teach English with Technology. England: Pearson Longman.
Erarslan, A. (2021). “English Language Teaching and Learning during Covid -19: A Global Perspective on the First Year.” Journal of Educational Technology & Online Learning 02: pp. 349–367.
Guemide, B, and Maouche, S. (2020). “Assessment of Online Learning in Algerian Universities during Covid-19.” In International Conference “Digital E-Learning” between Urge and Necessity proceedings, edited by F. J. Matar, 490-515. Kut: Kut University College.
Guessar, S. (2020). “Algerian University during the Corona Virus Pandemic: Covid-19- Bechar University as a Sample.” European Journal of Education, 1: pp. 121–130.
Guounane, N. (2020). Moodle or Social Networks: What Alternative Refuge is Appropriate to Algerian EFL Students to Learn During Covid-19 Pandemic. Arab World English Journal 3.2: pp. 21–42.
Guounane, N. (2022). “Learning in the Algerian Context during the Pandemic: Is it Online or Offline?.” Arab World English Journal 2: pp. 492–503.
Hadjeris, F. (2020). “Revisiting Sustainable Development Goal 4 in the Context of COVID-19 Pandemic: A Case Study of Online Teaching in Algerian Higher Education Institutions.” Wiley 3: pp. 160–168.
Kerras, N, and Salhi, S. E. (2021). “University Education in Algeria during the Covid-19 Pandemic: Limitations and Challenges.” Arab World English Journal 3: 16-35.
Lassassi, M, Lounici, N, Lylia, S, Tidjani, C, and Benguerna, M. (2020). “Université et Enseignants Face au Covid 19 : L’Epreuve de l’Enseignement à Distance en Algérie.” [University and Teachers Facing Covid-19: The Test of Distance Teaching in Algeria]. Les Cahiers du Cread 3: 397-424.
Makhloufi, A. (2020). “L’Usage de l’Enseignement à Distance en Algérie à l’Heure de la Crise Sanitaire Covid-19 : Entre Solutions provisoires et un Nouveau Mode d’Apprentissage en Ligne qui s’Impose dans le Futur. Cas de l’Université de Bejaia.” [The Use of Distance Teaching in Algeria at the Time of the Health Crisis Covid-19: Between Temporary Solutions and a New Mode of Learning online which Imposes itself in the Future. Case of Bejaia University]. REFSICOM 1: 1-24.
Maouche, S. (2021). “The Impacts of the Covid-19 on the Algerian Higher Education System: Distance Teaching and Learning: A Critical Analysis.” Psychological and Educational Studies 2: pp. 885–902.
Mardiah, H. (2020). “The Use of E-Learning to Teach English in the Time of the Covid-19 Pandemic.” English Teaching and Linguistics Journal 2: pp. 49–55.
Moodle. (n.d.). About Moodle. Retrieved October 31, 2022, from https://docs.moodle.org/400/en/About_Moodle, .
Rahmani, A. (2022). “Online Teaching Journey during the COVID-19 Pandemic: Roles and Responsibilities of EFL Teachers.” The Challenges and Opportunities of Teaching English Worldwide in the Covid-19 Pandemic, edited by F. Kilickaya, J. Kic-Drgas, and R. Nahlen, pp. 11–17. Cambridge: Cambridge University.
World Health Organization. (n.d.). Coronavirus Disease (Covid 19) Q&A. Retrieved: October, 31, 2022, from https://www.who.int/emergencies/diseases/novel-coronavirus-2019/question-and-answers-hub/q-a-detail/coronavirus-disease-covid-19.
Yandell, J. (2020). “Learning under Lockdown: English Teaching in the Time of Covid-19.” Changing English 3: pp. 262–269.
Zermane, H, and Aitouche, S. (2020). “Digital Learning with Covid-19 in Algeria.” International Journal of 3D Printing Technologies and Digital Industry 2: 161-170.
Zitouni, K. S. (2022). “Online Teaching Challenges and Benefits in the Era of the Coronavirus Pandemic.” In The Challenges and Opportunities of Teaching English Worldwide in the Covid-19 Pandemic, edited by F. Kilickaya, J. Kic-Drgas & R. Nahlen, 18-20. Cambridge: Cambridge University.