Designing and Conducting an E-Learning Course: Between Theoretical References and Practical Advice

Designing and Conducting an E-Learning Course: Between Theoretical References and Practical Advice

Kenza Frissa, Amel Nejjari, Mohamed Khaldi, Ibrahim Belmir
Copyright: © 2023 |Pages: 20
DOI: 10.4018/978-1-6684-7634-5.ch008
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Abstract

At a time when society is evolving at a dizzying pace on all levels, all the actors of the educational world found themselves faced with a situation where innovation, originality, and digital were essential notions to develop more abilities in education. A large majority of teachers who started putting their courses online didn't have the reflex to design or develop a course with specific activities planned for the online courses. A distance learning course must be structured around predefined activities and tasks in which the resources provided are invested, including the objectives, the methods of evaluation, the content to be assimilated, and the structuring activities. All these elements require a very demanding preparation and anticipation on the part of teachers, who are not necessarily trained or familiar with this type of training. Faced with this challenge, the authors asked themselves about the design and animation of online training (distance learning). To do this, they decided to study the theoretical references and the practical uses for the best engineering of the online course.
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The Digital Evidence

No one can deny the general observation of the digital evidence of our daily environment, which continues to increase as the years go by. This is an observation that challenges a large number of teachers and especially in the teaching of language and French as a foreign language (FLE). Teaching daily is a complex exercise and requires continuous adaptation to our learners of all ages and backgrounds. And as a teacher, it is undeniable to underline the growing place of digital technology in our daily work. This is increasingly impacting our various teaching contexts: National education systems, language centers, universities, etc.

First of all, it seems acceptable to realize that teaching a language in the 21st century is quite different from in the 20th century. You will certainly ask yourself the question but why? Well, thanks to the spread and generalization of internet access and the use of laptops, tablets, and smartphones, learners of French can now access authentic content from anywhere at any time, from videos on YouTube to documents available in PDF format. In this situation, can we continue to teach as if this unlimited access to content did not exist? Even if this does not mean questioning class time, which can be experienced with or without the Internet, connected learners will always have the possibility to access authentic or even didactic content. In this case, the most pessimistic among you might think: what use will teachers be if it is possible to study alone with the internet? To open the question of the relationship between teaching and digital technology, we will first focus on the place of digital technology in our daily lives.

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