Evolution of pedagogical discourse in Moroccan universities: impact of online interactions on the co-construction of knowledge

Abstract

Distance education is gaining increasing importance in Moroccan universities, thanks to the accessibility and diversification of dissemination methods. This mode of teaching relies on active methodologies and seeks to facilitate interaction among participants in the educational process. The objective remains similar to that of traditional in-person teaching: to engage participants in a participatory approach that fosters the collective construction of knowledge. However, the strategies and tools employed in this innovative pedagogical framework differ significantly. Synchronous and asynchronous communications are generally structured in a planned manner to overcome the constraints of distance. Pedagogical discourse is continuously evolving, facing new and complex communication challenges. In this context, the present article examines the role of online pedagogical discourse through didactic interactions during the co-construction of knowledge in distance learning environments. To conduct this research, we adopt a mixed-method approach combining direct observation of the formal apparatus of enunciation on the Moodle platform, particularly in discussion forums, with the administration of a questionnaire via Google Forms. The collected data are then analyzed and compared with the prescribed pedagogical objectives to evaluate the effectiveness and impact of these online interactions on the learning process. This study aims to shed light on the specific communication dynamics of digital environments and their implications for the evolution of pedagogical practices in higher education in Morocco. The results provide relevant insights into optimizing online interactions to promote collaborative and effective learning, thereby contributing to the continuous improvement of distance education practices.

Keywords: Online interactions; educational discourse; e-learning; distance education; forums

Classification JEL : M41

Paper type: Empirical Research