Factors Impeding E-Learning Implementation in Moroccan Higher Education Institutions: Engineering Departments as a Case Study

Abstract

The E-learning revolution has grown faster and occupied a significant position in the field of education, particularly Higher Education Institutions (HEIs). Nevertheless, these advancements were not completely successful because HEIs have faced several challenges and barriers in implementing e-learning; for example, the absence of financial and technological assistance, inadequate ICT infrastructure, teachers’ lack of digital skills, and the learners and teachers negative attitudes were the basic factors why many HEIs could not incorporate e-learning into its educational programs. Therefore, this study studies the major factors influencing the implementation of e-learning technology in the Moroccan education system, which is considered a modern teaching approach that can be adopted to improve and enhance students’ learning outcomes. The research study was conducted using quantitative surveys. The quantitative data were collected through a paper-based questionnaire designed for 228 students from the engineering departments as well as an online questionnaire conducted with a sample of 80 university teachers.

The data was gathered from engineering students and teachers from two higher education institutions at the city of Marrakech (ENSA School & EMSI School). The study results indicated that these participants face various factors that impede the use and implementation of such new tools.