![]() ![]() Les analyses de la cohérence interne et de la validité donnent des résultats satisfaisants. Les qualités de représentations de ces dimensions sont bonnes ainsi que la fiabilité sur l'ensemble des dimensions. Au niveau de la qualité perçue spécifique, deux dimensions sont validées : la dimension « tutorat » et la dimension « facilité » de la plateforme. Au niveau de la qualité perçue de service globale ou générique, trois dimensions sont validées : la « tangibilité », l' « assurance » et l' « empathie ». Elle a permis de tester le modèle de recherche et l'échelle de mesure de la qualité perçue combinée en e-learning. Une enquête réalisée permet d'obtenir 365 réponses auprès des apprenants en « cours partiellement à distance », et 78 réponses auprès des apprenants en « cours entièrement à distance ». A travers des entretiens, ces attentes sont analysées. L'approche par la qualité perçue est un cadre d'analyse basé sur les attentes des apprenants. Notre recherche propose un modèle d'évaluation de la qualité perçue du dispositif dans son ensemble. La question de la qualité d'un dispositif e-learning constitue un objet d'étude en émergence. Il associe les dimensions technologiques - TIC et Internet -, pédagogiques, et de services. C'est un mode d'apprentissage spécifique. The result shows the well adaptation of user interface components and contents based on learning styles.Īvec le développement de la société des savoirs, l'évaluation de la qualité des formations est devenue une préoccupation sociétale. The portal is validated using parameters of usability testing by generating test cases and statistical analysis has been carried out to identify the impact of AUI components on the learning process. ![]() The experiment has been conducted on engineering students for a particular online course. Also, the approach takes care of new learners by providing learning path as a user interface component on the portal. The proposed approach defines generic rules which are generated automatically for any online course with the adaptive contents. The learning style adopted for the work is the Felder-Silverman Learning Style Model (FSLSM). The work in the paper proposes a generic approach to provide the learning contents with AUI components based on the learning styles of the learners. ![]() Hence, an AES should mainly focus on recommending learning contents with Adaptive User Interface (AUI) on the portal. The system should not only meet the individual need of the contents but also the customized user interface on the portal. Learning style of the learner defines the way of learning the contents. Most of these systems focus on adaptive contents which are generated to the learners without considering the learning styles of the learners. ![]() The term Adaptive E-learning System (AES) refers to the set of techniques and approaches that are combined together to offer online courses to the learners with the aim of providing customized resources and interfaces. The program’s 4 axes of operation (infrastructure, training, digital resources and development of use) endure serious impediments that disturb the attainment of the program’s objectives throughout all GENIE’s three phases of execution and will certainly hinder the realization of the ministry’s 2030 vision. The study concludes that the flagship ICT integration program in the country is a promising one however, it falls short of delivering its promise of engaging the Moroccan school into the information society. The process of data mining and analysis took advantage of both quantitative and qualitative approaches, with more emphasis on the second. This paper aims to study the impact of GENIE on teachers and students in middle and high school using an evaluation model conceived by Daniel Kirkpatrick and Thomas Guskey. Still, in the absence of return on investment (ROI) studies or impact evaluations, the program stirred long controversy over its merits. The program also worked on qualifying human resources to be more responsive within the new Information and Communication Technology (ICT) enriched environment by means of occasional workshops and Massive Open Online Courses (MOOCS). The Generalization of Information and Communication Technologies in Education program (GENIE) has made way for computers, video projectors, interactive whiteboards and multimedia rooms into many public schools in Morocco, and has worked to add the communicative dimension to the process of technology-assisted teaching. ![]()
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