Distant Learning in Morocco: Examining Students’ Attitudes and Motivation at the Tertiary Level

Abstract

The outbreak of Covid-19 has unprecedentedly evinced that online learning is the future of education. It offers abundant benefits and poses various challenges to learners and teachers alike. Some of these challenges represent the extent to which students are willing to take part in these classes, and how instructors and teachers can help them increase their motivation and develop positive attitudes towards their distant classes, the teachers and the course at large. In this context, this study empirically examines Moroccan students’ motivation for and attitudes towards online learning, and seeks to find practical techniques to improve their level of motivation and gain constructive perceptions of e-learning at large. The study adopts a predominantly quantitative method that makes use of 89online questionnaires distributed to students from the Faculty of Languages and Arts in Ibn Tofail University. The findings revealed that the majority of students hold negative attitudes towards distant learning, which makes them lose motivation for these classes.