The reason behind the weakness of the communication process between teachers and students in e-learning in Algeria

Abstract

Our paper is heading towards an unexplored area in Algeria. It is the technical method of courses; our hypothesis was that the courses may not meet the standards of e-learning, which weakens the communication process. Given that the course in e-learning is a design, this design is the least necessary to establish this process of communication. Indeed, after the examination of open courses and after applying the basic criteria that must be available in e-learning courses, i.e., the three systems: the entry system, the learning system, and the evaluation system—which are recommended by the ministry of higher education and what the platform of Moodle supports for “dynamic learning” to increase communication—we note that the sample courses are far from the standards of the three systems, with some differences in the results of the three systems: For the entry system, the majority of courses do not have an entry system; concerning the learning system, the majority of courses have it but remain very low; as for the evaluation system, the overwhelming majority do not have an evaluation system.