The current study aims to identify the level of the use of distance education during the Covid-19 pandemic, in the Algerian university Algeria, and to evaluate the results of the experiment from the students ‘perspectives. To achieve this goal, an analytical descriptive method was applied within a sample of 784 university students affiliated to the University of Constantine 2, during the university year (2020 – 2021). To collect data, an updated questionnaire was adapted from a study (Ravi, William, Aixiu, and Kenneth 2015) which was based on the theory of interactive distance by Zhang. The study found that the results of the teaching operation were average for the students, whether in terms of teaching their goals, learning or being satisfied with the lessons offered by the teaching staff. This is due to poor interaction with the learning environment, which witnessed a lack of communication between the student and the teacher, a poor structure of the lessons that did not take into account the learning patterns, and the little distance learning experience that did not allow the university to control it, despite the good online learning readiness of the students. The study urges educators to give more attention to the dimensions of distance education, which witnessed major imbalances in the previous experience, by intensifying electronic interaction between students and teachers. It also recommends more attention to the structure of lessons through the development of a graphic charter and a unified structure which will be adopted by the university whenever preparing and presenting lessons. Finally training teachers and supervisors, accompanying students during the educational process, and creating a body that oversees the development of distance education.
Zehioua, A.; Beichi, A.; and Bara, A.
"Distance Education during the Covid-19 Pandemic: Transactional Distance Theory Perspective,"
Information Sciences Letters: Vol. 11
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Available at: https://digitalcommons.aaru.edu.jo/isl/vol11/iss2/11