Measuring learning quality by Moroccan university students

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Fatima Zahra SOUBHI
Mohammed Aitdaoud
Laurent Lima
Mohammed Talbi

Abstract

 


Abstract


The evolution of teaching is currently considered a very important task, both from an institutional and a moral viewpoint. The evaluation of such a domain, and its conduct, has been reported by several research studies in the literature. "Who? What? How? Drawing from which references? Which clues? Should the people assessed take part in the process? To what extent should the results be publicized?" (Demailly, 2001). For that reason, we will first draw some guidelines for the evaluation of teaching and try to define its possible objectives. Three main domains may be contemplated: teachers' activity (teaching), the learning process (learning), and the effects of the teaching/learning process. These draw upon an enquiry carried out in three different faculties by our research team.


This study is related to the VOLUBILIS project "Moroccan and European students: a comparative approach", which aims to identify the challenges and expectations of Moroccan students. The purpose of this research is to indicate how students at Hassan II University of Casablanca judge the quality of their studies. We will be able to show that an evaluation of courses by students is both possible and profitable. As a matter of fact, this enquiry has brought up valuable information about higher education pedagogy that concerns the three fields mentioned earlier, and it also offer some suggestions to generate improvements.


Keywords: evaluation, teaching, students, quality, higher education, ACP.


 


 

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How to Cite
SOUBHI, F. Z., Aitdaoud, M., Lima, L., & Talbi, M. (2017). Measuring learning quality by Moroccan university students. International Journal of Learning and Teaching, 9(1), 298–307. https://doi.org/10.18844/ijlt.v8i5.1886
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Author Biographies

Mohammed Aitdaoud, Department of Educational Technology, Faculty of Sciences Ben M'Sik, University Hassan II of Casablanca, 20650, Morocco.

Department of Educational Technology, Faculty of Sciences Ben M'Sik, University Hassan II of Casablanca, 20650, Morocco.

Laurent Lima, University Pierre Mandes, 38400, France

 University Pierre Mandes, 38400, France.

Mohammed Talbi, Faculty of Sciences Ben M'Sik, University Hassan II of Casablanca, 20650, Morocco.

 Faculty of Sciences Ben M'Sik, University Hassan II of Casablanca, 20650, Morocco.