Strategies for Tomorrow: Unraveling Algerian University Instructors' E-Practices in the Face of Pandemic Challenges

Abstract

Due to the COVID-19 pandemic, teaching and learning environments have shifted from traditional to modern, in-person to online, using e-applications/platforms and social media as online teaching and learning tools. This abrupt situation has forced teachers around the world, especially in Algeria, to engage in a process of trial and error to advance the ever-evolving academic discipline of e-pedagogy. This research paper conducts a historical review of peer-reviewed research articles during the pandemic's first wave, focusing on tracing the digital practices of Algerian university instructors and inferring principles to face future challenges. Through a historical review method, the studies unveiled diverse e-modalities and implicit principles leveraged from March 2020 to November 2020 and identified challenges encompassing technical, pedagogical, and psychological aspects during the transition to remote instruction, predominantly on Facebook and other e-spaces. More idiosyncratically, the study puts forward a framework that could meet future challenges including continuous professional development for digital fluency, flexible e-teaching and e-learning practices, equity-focused cross-platform educational strategies, and student agency in e-learning. This research prompts a deeper conversation on the broader implications of observed e-practices, contributing to ongoing discussions about the future of education in a rapidly evolving digital landscape.

Keywords

• Covid-19
• E-practices
• Equity
• E-teaching
• Social media

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