Teacher Training Based On Moodle Platform In Higher Education Settings: Perceptions, Constraints And Perspectives

This contribution serves as a reflection on the significance of training university teachers in utilizing Information and Communication Technologies (ICTs) within the higher education classroom setting. It aims to explore the perceptions of distance education among Algerian teacher trainers at the Teacher Training University College of Bouzareah (ENSB) in Algeria and the evident shift towards extensive use of ICTs in the teaching practices, particularly through the Moodle elearning platform. In this study, a quantitative approach was employed, involving the distribution of a questionnaire to fifty (50) university teachers from five distinct departments at ENSB. These teachers had recently undergone training in online teaching using the Moodle platform. The results of the survey highlighted that a majority of teachers encountered challenges in utilizing this platform. These difficulties are due to a lack of initial training in ICT usage and the demanding training schedule imposed by the Ministry of Higher Education across various courses. The findings underscore the critical need for comprehensive and ongoing training programs to equip university teachers with the necessary skills to effectively integrate ICTs into their teaching practices. Addressing these challenges through tailored training initiatives can enhance the adoption and utilization of technologyenhanced learning tools like Moodle, ultimately improving the quality of education delivery and student engagement.