Virtualization of Data to Improve Pedagogical Approaches

the Case of Higher Education in Morocco in the Face of

the COVID-19 Pandemic

Ismail Nanou

, Hassna Akhasbi

, Bouchaib Riyami

and EL Houssine Labriji

Université Hassan II, Factulté des Sciences Laboratoire de Technologie de l’information et Modélisation (LTIM),

Casablanca, Morocco

Institut Supérieur du Génie Appliqué (IGA) Casablanca, Morocco

Keywords: Data Virtualization, Pedagogical Technology Approaches, Higher Education, COVID-19, Distance Learning,

Feedback, and MOOC.

Abstract: The world in general and the educational community in particular will remember well the COVID-19

pandemic, which forced schools and educational institutions to close their doors and switch abruptly to

distance teaching and learning where the success of the pedagogical continuity of the 2019/2020 academic

year became a challenge of high importance. Students and teachers, mostly unprepared for the pedagogy

supported by digital technology, have experienced great difficulties in assuming a quality pedagogical

continuity. To this effect, the experience we are living, due to this pandemic, pushes us to rethink our

pedagogical tools and practices as well as our technical devices set up, at a distance learning, via Information

and Communication Technologies (ICT). In this context, it seems useful that these pedagogical activities,

whatever the tools, techniques and platforms put in place, during this period of pandemic, should be able to

be re-verified. To this end, a modelling based on five layers has been proposed, in order to analysis the

feedbacks of the different actors participating in the learning process (students, teachers, and administrative

agents), and this with the aim of proposing a data virtualization approach to help decision making and to

improve the distance learning device and the different activities of the pedagogical approaches.

1 INTRODUCTION

The specific context related to the COVID-19

pandemic has necessitated the implementation of a

distance learning continuum. In Morocco, several

measures have been decided by the Moroccan

government to avoid the inexorable advance of the

COVID-19 pandemic. Among them, the suspension

until further notice of classes in all schools and

universities from Monday 16 March 2020 and the

launch of a distance learning system allowing

professors to ensure pedagogical continuity to

students and to organize distance learning courses

(Massive Open Online courses (MOOC), Platforms,

Forum, chat room, etc...). Thus, the use of ICT was

automatic and proved to be the only solution to ensure

the continuity of activities without compromising the

decisions taken.

The pandemic we are experiencing has brutally

switched our face-to-face teaching to distance

learning. Students and teachers, mostly unprepared

for digitally supported pedagogy, have found it very

difficult to provide quality pedagogical continuity.

According to several studies (Louiz, 2020, Hantem,

2020, Villiot-Leclercq, 2020, Zorn, Feffer, Bauer &

Dillenseger, 2020), these difficulties are not inherent

characteristics of digital technology, but of the

urgency with which educational teams (trainers,

teachers, administrative and pedagogical managers)

have had to deal.

Human history is full of examples of brutal

phenomena that have struck mankind (earthquakes,

wars, cholera or the plague, etc.). These disasters

often give rise to new reflections on the means to be

deployed to avoid them or to mitigate their

repercussions.

Today, the experience acquired during this

pandemic should enable us to rethink our traditional

operation approaches based exclusively on face-to-

face teaching and our capacity to adapt to change, and

should lead us to continue our reflection by

606

Nanou, I., Akhasbi, H., Riyami, B. and Labriji, E.

Virtualization of Data to Improve Pedagogical Approaches the Case of Higher Education in Morocco in the Face of the COVID-19 Pandemic.

DOI: 10.5220/0011035700003182

In Proceedings of the 14th International Conference on Computer Supported Education (CSEDU 2022) - Volume 2, pages 606-613

ISBN: 978-989-758-562-3; ISSN: 2184-5026

progressively testing these teaching tools which will

eventually modify the "classic" organization of our

teaching systems.

To this end, the major problematic related to this

research is to show how to make good use of these

tools and technological platforms, in order to meet the

expectations of autonomy, commitment and

motivation of students on the one hand, and to

guarantee a level of requirement corresponding to the

needs of a quality teaching.

The main objective of this paper is to propose a

technical architecture composed of five layers,

allowing to analyse the feed data from the different

platforms related to the courses implemented during

this pandemic period, in order to propose a data

virtualization approach aiming at improving the

distance learning device.

2 STATE OF THE ART

2.1 Role of Evaluation in the

Teaching/Learning Process

Whether in face-to-face or distance learning, the

evaluation of the teaching/learning process is an

operation that makes it possible to gather relevant and

precise information that consists of establishing a

quality diagnosis for decision-making (Georges &

Pansu, 2011).It is indeed a diagnosis that must be

carried out in order to provide tools to the various

actors in the teaching/learning process, to identify the

needs of students, to help them reflect on their own

learning processes and also to guide teachers and

trainers in remedying any difficulties. This is what

the end of Legendre's definition suggests: "To

evaluate is to understand, to shed light on the action

so as to be able to decide correctly what to do next".

The main purpose of evaluation is to support

learners through the analysis of feedback. It is in this

perspective that the field of education has long been

attracted to this concept.

2.2 The Feedback

Feedback, is an educational practice implemented,

consciously or unconsciously, by all teachers. For the

teacher, it is a matter of providing "feedback on a

learner's achievement behaviour" (Legendre, 1993),

they also specify that achievement behaviour is

similar to the result but also to the action to be taken.

In an even more holistic approach, (Hattie &

Timperley, 2007) present feedback as information

provided by a source, not necessarily external

(teacher, booklet, parent or even oneself), on aspects

of a person's performance. Thus, feedbacks can take

various forms "feedback is conceptualized as

information provided by an agent (e.g., teacher, peer,

book, parent, self, experience) regarding aspects of

one's performance or understanding. A teacher or

parent can provide corrective information, a peer can

provide an alternative strategy, a book can provide

information to clarify ideas, a parent can provide

encouragement, and a learner can look up the answer

to evaluate the correctness of a response" (Hattie &

Timperley, 2007).

The multiple definitions of this concept seem to

agree on the importance of collecting data on

learning, and on the value of analysing the data

collected. It is also one of the most important factors

influencing learning in different contexts (Hattie &

Timperley, 2007, Hattie & Gan, 2011).

Admittedly, the concept of feedback is simple at

first glance. However, the work on this topic is as

numerous as the definitions attached to it, so the

literature classifies feedback into simple and complex.

According to (Hattie & Timperley, 2007), simple

feedback has limitations. Although they promote

learning and self-regulation, they do not give learners

the information they need to understand how to achieve

the goal. For complex feedback, some studies show

that positive valuing of abilities, i.e. focusing on the

person and his/her abilities, provides the student with

psychological rewards that result in increased

motivation (Anderson, Manoogian & Reznick, 1976)

and ultimately help to develop the targeted ability.

It is then considered that, thanks to feedback, the

teacher gives the learner tools that will enable him/her

to understand all aspects of his/her learning, whether

they are notional, methodological or socio-affective.

Thus, learners will be accompanied in overcoming

learning obstacles and the teacher will be able to

prevent the said obstacles by adapting his or her

teaching practices and accompanying them towards

an active and continuous use of the tools (Ben

Romdhane, 2013).

It is therefore necessary, thanks to the analysis of

the data provided by the various digital platforms

used during this period of pandemic (source of data)

and thanks to big data (means of structuring), and to

the application of means and techniques of

consolidation and data processing, to be able to set up

an effective and relevant feedback, helping to

promote the learning of learners, The role of

information and communication technologies (ICT)

in the development of the Moroccan university should

be emphasised as an important, if not essential, factor

in the personalisation of learning and remediation

Virtualization of Data to Improve Pedagogical Approaches the Case of Higher Education in Morocco in the Face of the COVID-19 Pandemic

607

(Michelet, 2006), and in the fight against academic

failure, among others.

Several technological devices are useful in this

perspective: data analysis, big data, data vitualization

and many others have become essential components

of decision support technologies that gather and

analyse data for faster and more efficient strategic and

operational decision-making in an organisation.

2.3 Data Vitualization

Effective data analysis is a very essential component in

the decision’s making process for any type of

organization. These decisions need to be relevant and

fast. Today's educational environment is constantly

changing and the COVID19 pandemic has accelerated

this change. With the excessive use of exchanges via

digital tools and platforms, a large volume of data is

generated through them. This data can be a key to the

real change desired by institutions and schools.

Data vitualization is a modern technique that

creates a layer of abstraction between the data used

and the data retrieved from many different

applications and distributed across different storage

locations (Muniswamaiah & Agerwala, 2019).

So far, data vitualization has brought several

features to big data to help organizations adopt and

process big data more easily.

Through data vitualization, users can virtually

access various data sources, aggregate and combine

to form virtual views that can then be exposed as APIs

(Application Programming Interfaces) to support

multiple formats such as SQL (Structured Query

Language). This abstraction provides greater agility

and a shorter data integration life cycle. Thus, data

vitualization can be a critical component of decision

making.

In the following sections, we present in detail the

overall technical architecture of the proposed

solution, based on the extraction of data from learners'

and teachers' feedbacks using the data vitualization

technique.

3 MOROCCAN HIGHER

EDUCATION FACES THE

CHALLENGE OF COVID-19

3.1 Distance Learning and Decision

Support Platforms in Morocco

In recent years, Moroccan university has undergone a

new dynamic aimed at improving the performance

and quality of higher education, in particular through

the implementation of measures (emergency

programme) that place the learner at the centre of

educational action and integrate ICT into the world of

teaching and education, within the framework of the

national strategy.

To this end, the Moroccan education system has

been the subject of several reforms and upgrading

programmes such as the Education Reform (Law

0100) and the Emergence Project of 2005. Also, it

launches several projects dedicated to ICT and their

integration in learning and training: The

"MARWAN" Network (MAROC Wide Area

Network), the Moroccan Virtual Campus (CVM), and

so on.

These projects have been consolidated by the

strengthening of the technical infrastructure of

Internet access in Morocco (Today, about 65% of

Moroccans have access to the Internet, 86% of them

use it every day, mainly to access social networks,

which have a penetration rate of 47%, according to

the ANRT report and the Digital Report by We Are

Social and Hootsuite), which has facilitated access to

Web 2. 0 and its services with communicative and

collaborative aspects, and to digital social networks,

especially by young learners, as part of their

exchanges.

Platforms (e.g. blogs, virtual classrooms, forums,

social networks, e-mailing and virtual data storage

spaces, etc.), make it possible to promote

collaborative work, manage projects, courses and

discussions and constitute spaces for interaction and

exchange of ideas, with others, on a specific theme,

without geographical or temporal constraints, where

each person participates at his or her own pace

(Fourgous, 2011).

Also, in addition to face-to-face teaching, most

Moroccan universities currently advocate distance

learning in order to keep up with the mutation that the

world is undergoing. In this sense, several universities

have embarked on projects to create Massive Online

Open Courses known by the abbreviation "MOOC"

to encourage hybrid training. For example, there is

the initiative of Cadi Ayyad University of Marrakech

with its UCA MOOC model implemented since 2013,

Hassan II University and Ibn Zohr University of

Agadir and Mohamed V University of Rabat with

MOOC models as diversified and whose

effectiveness has been proven and many others.

The integration of ICT into the daily functioning

of the classroom thus offers learners opportunities

likely to promote, among other things, the

personalisation of learning and remediation

(Michelet, 2006), thus constituting an asset in the

CSEDU 2022 - 14th International Conference on Computer Supported Education

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fight against failure and the promotion of success and

motivation. These technologies, as (Barrette, 2007)

states, facilitate communication and exchange as well

as the transformation of information into meaningful

knowledge.

They are also very valuable in the context of

tutoring which can be done at a distance learning.

Indeed, during e-learning, the learner can benefit

from personalised support, which can allow him to

learn without the gaze of his peers, he will benefit

from adapted advice that allows him to be guided in

his learning and supported in his efforts. E-learning

therefore has the particularity of creating a link

between in-school and out-of-school time, thus

devoting more time to learners who need it. Thus,

when the relationship is asynchronous or automatic

feedback, it also allows the learner to choose the time

and place of their learning (Fourgous, 2011).

In brief, technologies have a real impact on

learning, motivation, success, etc…, but it is still

necessary to develop the art of teaching with them. As

Lameul said: “there are no good or bad technologies

but more or less good pedagogies using technologies”

(Lameul, 2008). The role of the school or university

is first and foremost to show learners how to make

good use of information and communication

technologies and, above all, to provide a favourable

context for their exploitation. Of course, without

ignoring the digital divide between students, which is

extremely visible in the emergency that we are

experiencing in these difficult times.

3.2 Measures Taken in Response to the

COVID-19 Pandemic

Following the declaration of the state of health

emergency in Morocco in March 2020, the Ministry

of National Education, Vocational Training, Higher

Education and Scientific Research has decided to

urgently stop face-to-face courses in the various

public and private universities and switch to online

teaching.

To this effect, a lot of efforts have been made by

the different actors of teaching and education in order

to overcome this health crisis of COVID-19. To

ensure this change to a fully distance education,

during the period of containment, many projects have

been undertaken at the level of the supervising

ministry (by broadcasting the contents of the different

cycles of education in the national channels), and

others at the level of all institutions of higher

education and Moroccan universities.

Each institution, and university has set up,

according to its own human, technical and financial

means, as well as its strategies, digital tools allowing

its students to access distance learning courses either

via Massive Online Open Courses (MOOC), and/or

via exchange spaces and collaborative work

platforms, either paid or free via web services.

It should be noted that a significant number of

teachers and pedagogical actors have mobilized to

make this transition a success, through the

mobilization of several initiatives aimed at providing

students with quality training. Several virtual classes

have been created using platforms such as: Google

Classroom, Zoom, Google Meet, Skype, Microsoft

Teams and many others.

These tools have proven their success in providing

teachers and students with high quality collaborative

spaces, given their ease of use, their rich functionality

(such as screen sharing, file sharing, instant

messaging and meeting recording), their

effectiveness in terms of actively detecting anyone

speaking in a group, their flexibility of use via

different types of devices (PC, lap top, Smartphone,

Tablet, etc.. .) and their surprising capacity to gather

a large number of participants in the same meeting

room and also have a better quality of audio and video

flow.

Other applications have been mobilized during

this unprecedented period, in order to facilitate and/or

strengthen communication between:

Teachers/students, Administration/students and

students/students, such as WhatsApp, Facebook,

emails and solutions for storing and sharing large

files, such as Google Drive.

A lot of efforts have been made to save the

2019/2020 academic year during the lockdown and

after the lockdown, but unfortunately despite the

efforts made, several difficulties have been noted

(Akhasbi, Belghini, Riyami, Benitto & Gouttaya,

2021) and they are summarized as follows:

 Numerical fraction among students;

 Instability and overload experienced by

Internet connections during the lockdown

period;

 Overload and bombardment of students with

digital resources (Akhasbi, Belghini,

Riyami, Benitto & Gouttaya, 2021);

 Lack of support and training for students and

teachers not familiar with ICT in teaching

practices (Akhasbi, Belghini, Riyami,

Benitto & Gouttaya, 2021) (Riyami,

Mansouri & Poirier, 2019);

 Difficulties in adapting to this new mode of

distance work, sometimes involving several

channels of communication, sharing and

work (email, WhatsApp, virtual classes, etc.)

Virtualization of Data to Improve Pedagogical Approaches the Case of Higher Education in Morocco in the Face of the COVID-19 Pandemic

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(Akhasbi, Belghini, Riyami, Benitto &

Gouttaya, 2021) (Riyami, Mansouri &

Poirier, 2016);

 Lack of interaction and commitment from

students and sometimes from some teachers

(Akhasbi, Belghini, Riyami, Benitto &

Gouttaya, 2021) (Riyami, Mansouri &

Poirier, 1019);

 Problems related to how to evaluate students

and ensure equal opportunities (Riyami,

Mansouri & Poirier, 2017);

 Etc.

It should be added that the quality of the Internet

access network may be judged not to be in conformity

with the expectations of the participants

(teachers/students), particularly during the period of

confinement when these elements remain

indispensable for a good follow-up of the distance

courses.

To counteract these handicaps, the idea of this

research work is to propose an architecture based on

means of collecting, consolidating, integrating,

homogenising and analysing the data exchanged

(feedbacks), through the different tools and distance

learning platforms implemented during the crisis

period, in order to propose a list of recommendations

that will allow, on the one hand, to anticipate new

periods of distance teaching/learning imposed by a

new similar event (Re-confinement again) and, on the

other hand, to propose improvements to the techno-

pedagogical approaches adopted.

4 PROPOSED APPROACH

The reliability of distance learning is based on two

elements that are equally important: the teacher and

the platform. The latter is one of the important factors

for successful distance learning. Also, the mastery of

this tool is compulsory, the student and the teacher

must know all the parameters of the platform in order

to ensure a good course. The platform also allows

time management for those who have constraints. For

this, a careful and targeted analysis of the data

exchanged in the different platforms mobilised during

this period of crisis is very important.

In this perspective, the proposed approach

facilitates the extraction and collection of feedback,

the structuring, consolidation and storage of relevant

data in data warehouses, and finally ensures their

analysis, in order to help decision-makers make the

right decisions (to improve, remedy or change), at the

right time and in the right place (Kalelkar, Churi, &

Kalelkar, 2014).

The architecture of the proposed solution is

composed of five main layers, the following figure

gives an overview of the different tools, techniques,

and main elements involved in the processing and

vitualization of data related to the feedback of the

different actors of the teaching/learning process

(teachers, trainers, learners and administrative

teams).

Figure 1: Architecture of the data virtualization we propose.

The distance learning platforms that are used by

universities and higher education institutions in

Morocco during this period of COVID 19

propagation contain a lot of information and data.

These feedbacks are related to teaching materials,

discussions between teachers/students and

students/students, the different teaching activities

implemented, as well as the history and traces of

monitoring and evaluation of learners. All these data

constitute what is known as big data, "big" because of

its enormous unstructured volume which must be

exploited in a simple and efficient way.

The approach we propose aims at collecting and

analysing this feedback in order to propose

recommendations for improvement and innovation of

teaching approaches and practices, according to the

needs and expectations of learners, encapsulated in

their feedback (Kalelkar, Churi, & Kalelkar, 2014)

(Janković, Mladenović, Mladenović, Vesković &

Glavić, 2018).

Our approach is composed of the following five

main layers:

4.1 Layer 1: Data Sources

Learner feedback data are the basic data sources for

our analysis approach. These data sources come from

the databases of distance learning platforms used by

universities and higher education institutions such as

ENT (Environnement Numérique de Travail),

MOOCs, e-Learning systems, on the one hand, and

CSEDU 2022 - 14th International Conference on Computer Supported Education

610

from data coming from social networks, files, emails,

videos, etc. on the other hand (Siddhant, 2021).

4.2 Layer 2: Big Data

The second layer of our approach aims at structuring

the unstructured source data from different sources

such as social networks, emails, files, etc. This layer

consolidates the unstructured data and makes it

structured through predefined algorithms and

programs integrated in Big Data platforms such as

Hadoop and Map Reduce. This layer consolidates the

unstructured data and makes it structured through

predefined algorithms and programs integrated in Big

Data platforms such as Hadoop and Map Reduce

(Singh & Manisha, 2019).

4.3 Layer 3: Consolidation,

Homogenisation, Adaptation, and

Integration through ETL

This layer offers functions for extracting data from

different database management systems (internal or

external), transforming this data relating to learner

feedback (homogenisation, filtering, calculation) and

loading it into the data warehouse. It guarantees the

relocation of the calculation load and a better

availability of sources. It is at this level that the first

software layer of the decision-making environment

appears, namely the ETL (Extract, Transformation

and Loading) (Muniswamaiah, Agerwala & Tappert,

2019) (Skripak, Aynazarova, Ukhanova, Tkachenko

& Erina, 2020).

4.4 Layer 4: Data Warehouse

The fourth layer allows the data to be stored in a

warehouse called the Datawarehouse. This

warehouse contains data that has already been

processed and structured by the ETL, is non-volatile

(dated), historical and documented. This data

structure is deliberately de-normalised in order to

optimise response times when carrying out OLAP

(On Line Analysis Process) type analyses, which

refers to a multidimensional database (also called a

cube or hyper cube) and decision support

(Muniswamaiah, Agerwala & Tappert, 2019).

4.5 Layer 5: Reporting Technical Tools

Once the learner feedback data is stored, cleaned,

consolidated and accessible, it can be used and

exploited by the final decision-makers. Depending on

the needs, different types of extraction and

exploitation tools will be considered.

Multidimensional analysis consists of modelling data

along several axes. In our situation the ideal axes are:

motivation, availability of learning materials, quality

of videos, support of learners, accessibility of

learning content and many other axes can be defined.

The OLAP cube designates the analytical technology

that applies to this representation model and allows

indicators to be analysed (degree of satisfaction,

degree of accessibility, importance, degree of

involvement, etc.) and explored along several axes or

dimensions. The choice of OLAP architecture will

influence all the components of the BI system:

performance, volume, query time (Muniswamaiah,

Agerwala & Tappert, 2019).

The results obtained in this layer are called decision

support dashboards. A dashboard is a performance

measurement tool that facilitates the management of

one or more educational activities within the

framework of a progress or improvement process

according to the needs and expectations of learners

encapsulated in their feedback. The dashboard also

helps to reduce uncertainty and facilitates the risk-

taking inherent in all decisions. And on the other hand,

it is a decision-making tool that stimulates reflection

and facilitates communication.

5 RECOMMANDATIONS

In this paper, we propose recommendations to help

improve the pedagogical device and also the

pedagogical activities put on the distance learning

platforms. Our recommendations are inspired by the

results of the dashboards obtained according to the

various multidimensional analyses relating to the

axes of the learners' feedbacks, namely:

 Encouraging learner motivation,

 Access to learning materials at any time,

 Harmonisation and structuring of teaching

materials,

 Personalisation and educational differentiation,

 Improvement of the quality of teaching

activities,

 Exchange and discussion with the teaching

team (teachers who own the courses);

 Personalised supervision of learning,

 Implementation of a digital support platform

for students to help them identify their

difficulties and problems in learning and

support them in remedying their shortcomings

(Bouaine, Riyami & Loukili, 2020),

 Etc.

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The approach we propose is composed of five

layers of vitualization of consolidated data that are

physically stored in different databases and storage

systems. These virtual data are exploited by decision

support tools for improving the pedagogical activities

and the pedagogical device, so before helping the

decision, they first help to analyse the data in order to

detect macroscopic information hidden in large

volumes of data (Big Data) concerning the learners'

feedbacks on the distance learning platforms.

6 CONCLUSION

In life, there are always lessons to be learned and

experiences that push us towards change. This

pandemic has been a real opportunity for all teachers,

including those who do not believe in the contribution

of technology to teaching and learning, to become

interested in or find themselves in need of integrating

digital technology into their educational

arrangements and especially, to keep in touch with

their learners.

Moreover, not all teachers have had the choice, as

this is the solution, which seems possible.

Finally, the approach and recommendations that

we intend to propose will be based on the gathering

and analysing of learners' needs and expectations

through their feedback, after consolidation through

decision-making tools.

The following step is the experimentation of the

proposed architecture in collaboration with a number

of Moroccan higher education institutes in view of

enriching the list of recommendations and to propose

a model of pedagogical approach suitable to ensure

quality of distance learning, able to ensure

pedagogical continuity even in case of crisis.

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