Vous êtes ici :  Accueil
 
Présentation
Partenaires
__________________________
ACA_Logo.jpg
__________________________
Alqieslogo.png
__________________________
elabwelogo.gif
__________________________
Préférences

Se reconnecter :
Votre nom (ou pseudo) :
Votre mot de passe
EtdYpN
Recopier le code :


  450331 visiteurs
  2 visiteurs en ligne

  Nombre de membres 101 membres
Connectés :
( personne )
Snif !!!
Les 4 dernières nouvelles

4th International Conference on Signal, Image, Vision and their Applications, 2018

November 26-27 2018, Guelma – Algeria

The fourth edition of the international Conference on Signal, Image, Vision and their Applications (SIVA’18) aims at gathering international researchers, lecturers, and practitioners within the field of signal and image processing for exchanging experience and discussing future research avenues. The conference will offer an opportunity to bridge the gap between the signal processing research community and people from the industry or working in other research areas including medicine, biology and security. The conference would be a host for an excellent forum to meet and discuss various important issues and aspects on signal and image processing and their applications.

    Similar to previous editions (SIVA’11, SIVA’13, and SIVA’15), SIVA’18 would include a balanced mix of keynote and invited speakers as well as tutorial sessions. The conference program comprises oral presentations and poster sessions. Authors of accepted papers with original contributions would be invited to submit extended versions of their papers to international journals. Proceedings of the conference will be printed with an ISBN and submitted for indexing at major databases including Google Scholar.

Topics:

The areas of interest include, but not limited to, the following:

  • Biomedical Imaging and signal
    Image filtering and enhancement, image segmentation, pattern recognition and shape analysis, color and multispectral processing, statistical learning, image classification, feature extraction, 2D&3D modelling and processing
  • Multimedia: Compression/Encoding/Indexing/Big data:
    Image/video acquisition systems, Image/video coding and compression, image/video search and retrieval, image/video indexing and retrieval, Watermarking, algorithm-architecture adequacy in image processing
  • Image filtering and restoration
  • Defence, Security , Biometrics & Health
  • Models and Algorithms
  • Audio & Speech
  • Signal Processing for Communications Systems
  • Embedded/HPC for signal and Image
  • Inverse Problems

Location & Social Events:

SIVA’18 is organized and sponsored by PI:MIS Laboratory , the conference will take place at the 8 Mai 1945 University, Guelma city (East of Algeria). A social program will be organized to allow visiting Hammam Meskhoutin and the Roman relics of Calama.

Important Dates:

  • First CFP : April 01, 2018
  • Full paper Submission Deadline : June 30, 2018    
  • Notification of acceptance : July 30, 2018    
  • Camera-ready paper : August 15, 2018    
  • Registration : August 20, 2018

Contact Details :

Phone : +213 (0)7 70 31 00 19
Phone/Fax : +213 (0)37 11 60 06
Email : conf.siva18@gmail.com

Web : http://www.pimis.net/siva18/

Lire la suite Lire la suite

4th International Conference on Signal, Image, Vision and their Applications, 2018

November 26-27 2018, Guelma – Algeria

The fourth edition of the international Conference on Signal, Image, Vision and their Applications (SIVA’18) aims at gathering international researchers, lecturers, and practitioners within the field of signal and image processing for exchanging experience and discussing future research avenues. The conference will offer an opportunity to bridge the gap between the signal processing research community and people from the industry or working in other research areas including medicine, biology and security. The conference would be a host for an excellent forum to meet and discuss various important issues and aspects on signal and image processing and their applications.

    Similar to previous editions (SIVA’11, SIVA’13, and SIVA’15), SIVA’18 would include a balanced mix of keynote and invited speakers as well as tutorial sessions. The conference program comprises oral presentations and poster sessions. Authors of accepted papers with original contributions would be invited to submit extended versions of their papers to international journals. Proceedings of the conference will be printed with an ISBN and submitted for indexing at major databases including Google Scholar.

Topics:

The areas of interest include, but not limited to, the following:

  • Biomedical Imaging and signal
    Image filtering and enhancement, image segmentation, pattern recognition and shape analysis, color and multispectral processing, statistical learning, image classification, feature extraction, 2D&3D modelling and processing
  • Multimedia: Compression/Encoding/Indexing/Big data:
    Image/video acquisition systems, Image/video coding and compression, image/video search and retrieval, image/video indexing and retrieval, Watermarking, algorithm-architecture adequacy in image processing
  • Image filtering and restoration
  • Defence, Security , Biometrics & Health
  • Models and Algorithms
  • Audio & Speech
  • Signal Processing for Communications Systems
  • Embedded/HPC for signal and Image
  • Inverse Problems

Location & Social Events:

SIVA’18 is organized and sponsored by PI:MIS Laboratory , the conference will take place at the 8 Mai 1945 University, Guelma city (East of Algeria). A social program will be organized to allow visiting Hammam Meskhoutin and the Roman relics of Calama.

Important Dates:

  • First CFP : April 01, 2018
  • Full paper Submission Deadline : June 30, 2018    
  • Notification of acceptance : July 30, 2018    
  • Camera-ready paper : August 15, 2018    
  • Registration : August 20, 2018

Contact Details :

Phone : +213 (0)7 70 31 00 19
Phone/Fax : +213 (0)37 11 60 06
Email : conf.siva18@gmail.com

Web : http://www.pimis.net/siva18/

Fermer Fermer


كشف وزير التعليم العالي و البحث العلمي، الطاهر حجار، اليوم الخميس أنه سيتم إنشاء خلال الموسم الجامعي 2018-2019.
مدرسة وطنية جديدة متخصصة في الرقمنة و الذكاء الإقتصادي والصناعي.

و أوضح الوزير خلال رده على سؤال شفوي بمجلس الأمة، أنه “سيتم ابتداءً من السنة القادمة إنشاء مدرسة وطنية جديدة للرقمنة والذكاء الإقتصادي و الصناعي”.
و حسب الوزير، فإنّ الذكاء الإقتصادي يشكل أحد اهتمامات قطاعه لا سيما في مجال الحوكمة و اليقظة الإقتصادية.
لربط الهيئات من حيث فعالية اتخاذ القرار و العمل على تطبيقها بطريقة تسمح ببلوغ الكفاءة في المنظومة ككل.
كما أنّ الذكاء الإقتصادي يضيف الوزير يسمح ببلوغ الإستشراف و بناء
الفعالية الإقتصادية للدولة .

Source Ennahar https://www.ennaharonline.com/%D9%85%D8%AF%D8%B1%D8%B3%D8%A9-%D9%88%D8%B7%D9%86%D9%8A%D8%A9-%D9%84%D9%84%D8%B1%D9%82%D9%85%D9%86%D8%A9-%D9%88%D8%A7%D9%84%D8%B0%D9%83%D8%A7%D8%A1-%D8%A7%D9%84%D8%A5%D9%82%D8%AA%D8%B5%D8%A7%D8%AF/

Lire la suite Lire la suite

كشف وزير التعليم العالي و البحث العلمي، الطاهر حجار، اليوم الخميس أنه سيتم إنشاء خلال الموسم الجامعي 2018-2019.
مدرسة وطنية جديدة متخصصة في الرقمنة و الذكاء الإقتصادي والصناعي.

و أوضح الوزير خلال رده على سؤال شفوي بمجلس الأمة، أنه “سيتم ابتداءً من السنة القادمة إنشاء مدرسة وطنية جديدة للرقمنة والذكاء الإقتصادي و الصناعي”.
و حسب الوزير، فإنّ الذكاء الإقتصادي يشكل أحد اهتمامات قطاعه لا سيما في مجال الحوكمة و اليقظة الإقتصادية.
لربط الهيئات من حيث فعالية اتخاذ القرار و العمل على تطبيقها بطريقة تسمح ببلوغ الكفاءة في المنظومة ككل.
كما أنّ الذكاء الإقتصادي يضيف الوزير يسمح ببلوغ الإستشراف و بناء
الفعالية الإقتصادية للدولة .

Source Ennahar https://www.ennaharonline.com/%D9%85%D8%AF%D8%B1%D8%B3%D8%A9-%D9%88%D8%B7%D9%86%D9%8A%D8%A9-%D9%84%D9%84%D8%B1%D9%82%D9%85%D9%86%D8%A9-%D9%88%D8%A7%D9%84%D8%B0%D9%83%D8%A7%D8%A1-%D8%A7%D9%84%D8%A5%D9%82%D8%AA%D8%B5%D8%A7%D8%AF/

Fermer Fermer


Fifth International Symposium on Innovation in Information and Communication Technology (ISIICT 2018)

June 25 - June 26, 2018 , Philadelphia University, Amman, Jordan

http://www.philadelphia.edu.jo/it/isiict2018/

UPCOMING DEADLINES

Papers

  • Submission of Papers: (Extended)25/03/2018
  • Notification of Acceptance: 07/04/2018
  • Final Submission (Camera Ready): 20/04/2018
  • Early Registration Deadline: 15/05/2018

The symposium is intended to serve as a hub to identify emerging research topics, and define the future of Information and Communication Technologies.

The technical program of The ISIICT 2018 will include a Research Track, an Application Track, and a Short Paper Track. Theoretical and technical contributions addressing all areas related to systems, applications and innovations are solicited. Papers on the new generation of Utility Computing, including cloud and edge computing, are particularly welcome. Tutorials and panel discussions on the challenges brought by these technologies will be organised. All submissions will be refereed by at least three members of the Programme Committee.

Symposium Areas

(Not limited to):

  • Cloud Computing
  • Edge Computing
  • Internet of Things (IoT)
  • Big data
  • Data Science
  • Security
  • Adaptive computing
  • Formal methods
  • Performance Evaluation
  • Programming Models
  • Smart cities.

General Chair

Karim Djemame, University of Leeds, UK

Organizing Chair

Mohamed Bettaz, Philadelphia University, Jordan

Organizing Co-Chair

Sunil Kumar Khatri, Amity Institute of Information Technology, India

Coordination Chair

Mourad Maouche, Philadelphia University, Jordan

Lire la suite Lire la suite

Fifth International Symposium on Innovation in Information and Communication Technology (ISIICT 2018)

June 25 - June 26, 2018 , Philadelphia University, Amman, Jordan

http://www.philadelphia.edu.jo/it/isiict2018/

UPCOMING DEADLINES

Papers

  • Submission of Papers: (Extended)25/03/2018
  • Notification of Acceptance: 07/04/2018
  • Final Submission (Camera Ready): 20/04/2018
  • Early Registration Deadline: 15/05/2018

The symposium is intended to serve as a hub to identify emerging research topics, and define the future of Information and Communication Technologies.

The technical program of The ISIICT 2018 will include a Research Track, an Application Track, and a Short Paper Track. Theoretical and technical contributions addressing all areas related to systems, applications and innovations are solicited. Papers on the new generation of Utility Computing, including cloud and edge computing, are particularly welcome. Tutorials and panel discussions on the challenges brought by these technologies will be organised. All submissions will be refereed by at least three members of the Programme Committee.

Symposium Areas

(Not limited to):

  • Cloud Computing
  • Edge Computing
  • Internet of Things (IoT)
  • Big data
  • Data Science
  • Security
  • Adaptive computing
  • Formal methods
  • Performance Evaluation
  • Programming Models
  • Smart cities.

General Chair

Karim Djemame, University of Leeds, UK

Organizing Chair

Mohamed Bettaz, Philadelphia University, Jordan

Organizing Co-Chair

Sunil Kumar Khatri, Amity Institute of Information Technology, India

Coordination Chair

Mourad Maouche, Philadelphia University, Jordan

Fermer Fermer


Chapitre de Livre sur le E-Learning en Algérie - par djoudi le 02/03/2018 @ 18:03

Djoudi M. (2018) Algeria. In: Weber A., Hamlaoui S. (eds) E-Learning in the Middle East and North Africa (MENA) Region. pp 1-25, Springer, Cham, DOI : https://doi.org/10.1007/978-3-319-68999-9_1 

978-3-319-68999-9.jpg

Algeria

Mahieddine Djoudi

TECHNÉ Laboratory, University of Poitiers Poitiers France

Chapter First Online: 

Abstract

This chapter surveys the development and current state of e-learning in the People’s Democratic Republic of Algeria. The author surveys the general social, economic, historical, and demographic background of Algeria and provides a review of its educational system. Analysis and statistics on the information and communications technology (ICT) infrastructure, usage of ICT in the country, and challenges and barriers to ICT implementation in education, business, and government are also provided. The chapter further explores in detail the major e-learning platforms, initiatives, and projects throughout the country. Information is additionally provided on accreditation, teacher training programs, and the regulatory framework of e-learning. Finally, the author speculates on the future development of e-learning in Algeria. A comprehensive bibliography on e-learning scholarship related to the country, including government reports and websites, appears at the end of the chapter.

Keywords

Algeria E-learning Web-based learning ICT Internet Education Distance learning 

This is a preview of subscription content, log in to check access

Bibliography

  1. ALC. (2016). Algerian learning centers. Retrieved from http://www.alc-dz.net/e-learning/

  2. ALQIES. (2016). Quality system in the Algerian higher education. Retrieved from http://alqies.dzportal.net/

  3. Amdaoud, M. (2017). The National innovation system in Algeria: Between institutional Inertia and under-Learning. Innovations, 2, 69–104.CrossRefGoogle Scholar

  4. Amrane, A., & Hetatache, A. (2017). Market share development within mobile service in Algeria (2000–2014): Achievements and challenges. 8(26), 381–369.Google Scholar

  5. APS. (2016). Algeria press service. Retrieved from http://www.aps.dz/

  6. Balla, A., et al. (2003). HYPERGAP: Un hypermédia éducatif dynamique générant des activités pédagogiques. Document numérique, 7(1), 39–57.  https://doi.org/10.3166/dn.7.1-2CrossRefGoogle Scholar

  7. Balla, A. (2007). An educational asynchronous learning environment. In Proceedings of ACS/IEEE international conference on computer systems and applications (pp. 856–859).Google Scholar

  8. Balla, A., & Sarirete, A. (2008). Developing educational applications using adaptive e-learning model. In M. Iskander (Ed.), Innovative techniques in instruction technology: E-learning, e-assessment, and education (pp. 13–18). N.Y: Springer Science+Business Media B.V.CrossRefGoogle Scholar

  9. Balla, A. (2009). A Proposed approach for learner evaluation in an open distance environment. The International Arab Journal of Information Technology, 6(2), 132–137.Google Scholar

  10. Behaz, A., & Djoudi, M. (2012). Adaptation of learning resources based on the MBTI theory of psychological types. IJCSI International Journal of Computer Science Issues, 9(1.2), 135–141.Google Scholar

  11. Bellala, M., & Nader, F. (2014). “E-shop”: A collaborative learning activity. Procedia - Social and Behavioral Sciences, 152(2014), 214–218.CrossRefGoogle Scholar

  12. Benchicou, S., Aichouni, M., & Nehari, D. (2010). E-learning in engineering education: A theoretical and empirical study of the Algerian higher education institution. European Journal of Engineering Education, 35(3), 325–343.CrossRefGoogle Scholar

  13. Benhamdi, S., Babouri, A., & Chiky, R. (2017). Personalized recommender system for e-Learning environment. Education and Information Technologies, 22(4), 1455–1477.CrossRefGoogle Scholar

  14. Bensalah, B., & Sedira, Z. (2014). La dissertation au cœur des écrits universitaires: Quel est le rôle des TIC pour l’amélioration de ce genre d’écrit chez les étudiants de master FLE de l’Université de Biskra. Didactiques, 3(2), 151–160.Google Scholar

  15. Berkani, L., & Chikh, A. (2010). A process for knowledge reuse in communities of practice of e-learning. Procedia-Social and Behavioral Sciences, 2(2010), 4436–4443.CrossRefGoogle Scholar

  16. Bey, A., & Bensebaa, T. (2012). Towards an e-assessment approach of algorithmic problem-solving skills using plan-based program understanding approach. In Proceedings of 2012 international conference on education and e-Learning innovations (pp. 1–4).Google Scholar

  17. Bouabdellah, L., & Kharbash, H. (2010). The use of instructional technology in higher education: An empirical study at the universities of east Algeria. In Proceedings of EDULEARN10 conference, 5–7 July 2010, Barcelona (pp. 1813–1820).Google Scholar

  18. Bouhadada, T., & Laskri, M. T. (2006). A Virtual cooperative learning environment using human companion. The International Arab Journal of Information Technology, 3(1), 48–54.Google Scholar

  19. Bousbia, N., Labat, J.-M., & Balla, A. (2008). Detection of learning styles from learner’s browsing behavior during e-learning activities. In Proceedings of ITS 2008: Intelligent Tutoring Systems, 5091 (pp. 740–742).Google Scholar

  20. BuddeCom. (2016). Algeria – broadband, digital economy and digital media – Statistics and analyses. Retrieved from https://www.budde.com.au/Research/Algeria-Fixed-Broadband-Digital-Economy-and-Digital-Media-Statistics-and-Analyses.html

  21. Chaabna, S. (2012). Apport du co-enseignement à l’apprentissage de la langue anglaise pour les élèves arabisés. In Proceedings of 2012 International Conference on Education and e-Learning Innovations (pp. 1–2).Google Scholar

  22. Chaabna, S., & Wang, H. (2015). Analysis of the state of e-commerce in Algeria. International Journal of Marketing Studies, 7(2), 44–58.CrossRefGoogle Scholar

  23. CIA. (2016). The World factbook, Central Intelligence Agency. Algeria. Retrieved from https://www.cia.gov/library/publications/the-world-factbook/geos/ag.html

  24. ClusMED. (2014). Algeria national ICT regulatory framework analysis, project: ClusMED. Reinforcement of ICT regulations and ICTs for tackling societal challenges links in Europe and Mediterranean countries. Retrieved from http://www.clusmed.eu/?wpdmact=process&did=40

  25. CNEPD. (2016). Skills training. Retrieved from http://www.cnepd.edu.dz

  26. Dirassatic. (2016). Dirassatic, an easy school network. Retrieved from http://dirassatic.info/

  27. Djebbari, Z. (2010). EFL technology-based instruction in Algerian higher education: A sound theory to effective practice. In Proceedings of EDULEARN10 conference, 5–7 July 2010, Barcelona (p. 5344).Google Scholar

  28. Djoudi, M. (2011). Improving the quality of higher education through ICT. Proceedings of the third international Conference on Computer Science and its Applications (CIIA’11) Saida, 13–15 December. Retrieved from http://ceur-ws.org/Vol-825/keynote4.pdf

  29. Djoudi, M. (2010). E-learning in Algeria: Experiences on e-learning in Algerian universities. In U. Demiray (Ed.), e-LEARNING practices, cases on challenges facing elearning and national development (Vol. 1, pp. 107–123). Eskişehir: Anadolu University. Retrieved from http://www.midasebook.comGoogle Scholar

  30. Djoudi, M. (2008). Approach for listening comprehension of foreign languages with mobile devices. In R. de Cássia Veiga Marriott & P. L. Torres (Eds.), Handbook of research on e-learning methodologies for language acquisition (pp. 352–366). IGI Global: Hershey.  https://doi.org/10.4018/978-1-59904-994-6.ch022Google Scholar

  31. Douidi, L., Djoudi, M., & Khentout, C. (2007). Users assistants for e-learning environment over the web. Journal of Computer Science, 3(3), 122–129.CrossRefGoogle Scholar

  32. Douidi, L., Khentout, C., Harous, S., & Djoudi, M. (2008). An Authoring system for pedagogical creation and management. International Journal of Instructional Media, 35(1), 39.Google Scholar

  33. DZCampus.com. (2016). DZCampus.com , platform for exchange between students in Algeria. Retrieved from http://www.dzcampus.com

  34. eduDZ. (2016). eduDz, an e-learning platform for Algerian students. Retrieved from http://edudz.net/

  35. Eom, S., & Laouar, M. R. (2017). Effects of interaction on e-learning satisfaction and outcome: A review of empirical research and future research direction. International Journal of Information Systems and Social Change (IJISSC), 8(3), 58–71.CrossRefGoogle Scholar

  36. Esau, S., & Khelfaoui, H. (2009). Mapping research systems in developing countries. Country report: The science and technology system of Algeria. Geneva: CREST, IRD, France, UNESCO Forum for Higher Education, Research and Knowledge. Retrieved from http://unesdoc.unesco.org/images/0018/001833/183365e.pdf

  37. EUMEDIS. (2006). Expert European Commission (EUMEDIS). Final review report of Avicenna project 510, 22 September 2006. Retrieved from http://www.unesco.org/new/en/natural-sciences/science-technology/sti-policy/e-science-and-e-learning/avicenna-virtual-campus/

  38. FormaTIC. (2016). Research network on training and ICT in Algeria. Retrieved from http://formatic.dzportal.net/

  39. Frehywot, S., Vovides, Y., Talib, Z., Mikhail, N., Ross, H., Wohltjen, H., et al. (2013). E-learning in medical education in resource constrained low-and middle-income countries. Human Resources for Health, 11(1), 4.CrossRefGoogle Scholar

  40. German-Sallo, Z., Grif, H.-S., & Gligor, A. (2015). Technical evaluation of remote laboratories in an engineering educational network. Procedia Technology, 19(2015), 1136–1141.  https://doi.org/10.1016/j.protcy.2015.02.162CrossRefGoogle Scholar

  41. Ghomari, S. H. (2015). Bridging the communicative competence gap of the English language in the workplace through an ICT-ESP based approach of teaching in Algeria. Procedia - Social and Behavioral Sciences, 199(2015), 756–762.CrossRefGoogle Scholar

  42. Ghrieb, E. B. (2015). Teachers’ and students’ attitudes towards the use of mobile assisted language learning: A case study of master one EFL students and EFL teachers at University of Mohamed Kheider of Biskra (Masters Thesis). University of Biskra, Biskra.Google Scholar

  43. Grari, Y. (2017). Apport de l’innovation technologique dans le contexte Éducatif. Cas de l’université de Tlemcen. Les Cahiers du Mecas, 12(1), 83–93.Google Scholar

  44. Guemide, B., & Benachaiba, C. (2012). Exploiting ICT and e-learning in teacher’s professional development in Algeria: The Case of english secondary school teachers. Turkish Online Journal of Distance Education-TOJDE, 13(3), 33–49.Google Scholar

  45. Haddadi, L., Bouarab-Dahmani, F., Berkane, T., & Lazib, S. (2017). A new method for peer assessment in MOOCs. In The international scientific conference eLearning and software for education, vol. 1 (p. 416). Carol I National Defence University.Google Scholar

  46. Hadjadj, A. E. (2017). L’usage pédagogique des TIC dans la compréhension orale en classe du FLE: Cas des apprenants de 1ère Année moyenne École de EL ATRI El-Amri, Ain Khadra, M’sila (Masters dissertation). Université Mohamed BOUDIAF - M’Sila, M’Sila, Algeria.Google Scholar

  47. Hafidi, M., & Lamia, M. (2015). A personalized adaptive e-learning system based on learner’s feedback and learner’s multiple intelligences. In Proceedings of 2015 12th International Symposium on Programming and Systems (ISPS) (pp. 1–6).Google Scholar

  48. Halimi, K., Seridi, H., & Faron-Zucker, C. (2011). Solearn: A social learning network. In Proceedings of 2011 international conference on computational aspects of social networks (CASoN) (pp. 130–35).Google Scholar

  49. Hamdi-Cherif, A. (2008). Machine elearning – Learning agents and UML for elearning settings. International Journal of Education and Information Technologies, 1(2), 51–61.Google Scholar

  50. Hamdy, A. (2007). Survey of ICT in education in Algeria. Survey of ICT and education in Africa (Volume 2): 53 Country Reports. Washington, DC: infoDev / World Bank. Retrieved from http://www.infodev.org/en/Publication.354.htmlGoogle Scholar

  51. Hamdy, A. (2012). Survey of ICT and Education in Africa: Algeria Country Report. InfoDev ICT and Education Series. Washington, DC: World Bank. Retrieved from http://hdl.handle.net/10986/10683Google Scholar

  52. Hammid, N., Haddadi, L., & Bouarab-Dahmani, F. (2017a). Collaborative MOOC content design and automatic assessment based on ODALA approach. Journal of Information Technology Research (JITR), 10(2), 19–39.CrossRefGoogle Scholar

  53. Hammid, N., Bouarab-Dahmani, F., & Berkane, T. (2017b). Conceptual model for massive open online blended courses based on disciplines’ concepts capitalization and obstacles’ detection. World Academy of Science, Engineering and Technology: International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 11(5), 900–903.Google Scholar

  54. Harbouche, K., & Djoudi, M. (2007a). Agent-based virtual assistant in an interactive learning environment. Information Technology Journal, 6(8), 1199–1207.CrossRefGoogle Scholar

  55. Harbouche, K., & Djoudi, M. (2007b). Multimedia distance learning environment. In Proceedings of ICTA’07, Hammamet, 12–14 April, Hammamet (pp. 143–48).Google Scholar

  56. Imadrassa. (2016). Imadrassa, a web-based learning service. Retrieved from http://imadrassa.com

  57. IWS. (2016). Internet world stats. Internet usage statistics in Algeria. Retrieved from http://www.internetworldstats.com/af/dz.htm

  58. Kavanaugh, A. L. (1998). The social control of technology in North Africa: Information in the global economy. New York: Greenwood Publishing Group.Google Scholar

  59. Khaled, M. B., & Boulenouar, M. Y. (2009). English teaching survey among biology students: Faculty of science, department of biology Djillali Liabes University. In Proceeding of the Global Summit on Education GSE 2014, 5 March 2014, Kuala Lumpur.Google Scholar

  60. Khenak, F. (2010a). V-learning. In International conference on computer information systems and industrial management applications (CISIM) (pp. 28–32).Google Scholar

  61. Khenak, F. (2010b). Algerian V-learning network. In Proceedings of IEEE 17th International Conference on Telecommunications (ICT) (pp. 673–679).Google Scholar

  62. Khenak, F. (2010c). InterTvNet. In Proceedings of 2010 International Symposium in Information Technology (ITSim) (pp. 1–5).Google Scholar

  63. Koubaa, K. (2009). Access to online information and knowledge. Algeria: Arab World Internet Institute. Retrieved from https://www.giswatch.org/country-report/20/algeria

  64. Lafifi, Y., & Bensebaa, T. (2007). Learners’ assessment in a collaborative learning system. Asian Journal of Information Technology, 6(2), 145–153.Google Scholar

  65. Lafifi, Y., & Bensebaa. (2007b). Supporting learner’s activities in a collaborative learning system. International Journal of Instructional Technology and Distance Learning, 4(3), 3–12.Google Scholar

  66. Lafifi, Y., & Touil, G. (2010). Study of the impact of collaboration among teachers in a collaborative authoring system. Journal of Information Technology Education, 9, 113–132.Google Scholar

  67. Lafifi, Y., Halimi, K., & Hadjeris, M. (2010). COLEG: Collaborative learning environment within grid. Journal of Computing and Information Technology – CIT, 18(1), 69–90.  https://doi.org/10.2498/cit.1001441CrossRefGoogle Scholar

  68. Laifa, M., Giglou, R. I., Akhrouf, S., & Maamri, R. (2015). Trust and forgiveness in virtual teams: A study in Algerian e-learning context. In Proceedings of 2015 International Conference on Interactive Mobile Communication Technologies and Learning (IMCL)(pp. 131–35).Google Scholar

  69. Laouar, M. R., Hacken, R., & Miles, M. (2015). The role of web services in portal design: Approaches for an Algerian University Library. Library Hi Tech, 27(3), 460–479.CrossRefGoogle Scholar

  70. Latreche, M. E. H., Aissaoui, H., & Dorbani, T. (2012). E-learning and the quality of the transversal teachings in higher education: Case of Mentouri University of Constantine. In Proceedings of 2012 International Conference on Education and e-Learning Innovations(pp. 1–5).Google Scholar

  71. Mahdaoui, L., & Alimazighi, Z. (2006). E-Tutoring: A help tool for the construction of training process based on workflow. International Journal of Computer Science and Applications, 3(2), 109–125.Google Scholar

  72. Mahdaoui, L., & Alimazighi, Z. (2008). Distant tutoring using flexible workflow design: An application to product management courses. International Journal of Product Lifecycle Management, 3(2–3), 229–259.CrossRefGoogle Scholar

  73. Mahdaoui, L., & Alimazighi, Z. (2010). A general infrastructure for basic education course design using the ASPI model. Procedia Social and Behavioral Sciences, 2(2010), 5069–5507.CrossRefGoogle Scholar

  74. Mayard, A. (2015). How will technology change education in Algeria? Retrieved from http://www.wamda.com/2015/07/how-will-technology-change-education-in-algeria

  75. Mechta, D., Harous, S., & Djoudi, M. (2013). CVL@B: A Collaborative virtual l@boratory development and experimentation. Paper presented at IADIS International Conference WWW/Internet (ICWI 2013). Fort Worth: IADIS.Google Scholar

  76. Mediani, C., Abel, M.-H., & Djoudi, M. (2015). Towards a recommendation system for the learner from a semantic model of knowledge in a collaborative environment. Paper presented at the 5th IFIP TC 5 International Conference, CIIA 2015, Saida.Google Scholar

  77. Menaouera, B., Khalissab, S., Abdelbakic, B., & Abdelhamidd, T. (2015). An approach of support innovation guided by knowledge capitalization: Application on FERTIAL. Procedia – Social and Behavioral Sciences, 181(2015), 197–206.CrossRefGoogle Scholar

  78. Metz, H. C. (1994). Algeria: A country study. Washington, DC: GPO for the Library of Congress.Google Scholar

  79. MESRS. (2016). Ministry of higher education and scientific research website. Retrieved from https://www.mesrs.dz/universites

  80. Mitchell, M. (2006). The very real success of the Avicenna Virtual Campus. A World of Science, 4(4), 14–18. UNESCO. Retrieved from http://unesdoc.unesco.org/images/0014/001473/147357E.pdf

  81. Mohammed, B. D. (2017). Pour une pédagogie performante: Technologies au service de la réussite scolaire. El-Tawassol, 2(1), 270–281.Google Scholar

  82. Mostefaoui, H., Benachenhou, A., & Benattia, A. A. (2017). Design of a low cost remote electronic laboratory suitable for low bandwidth connection. Computer Applications in Engineering Education, 25(3), 480–488.CrossRefGoogle Scholar

  83. OBG. (2016). Efforts to improve educational infrastructure and technical skills in Algeria. Oxford Business Group. Retrieved from http://www.oxfordbusinessgroup.com/overview/lesson-plan-emphasis-now-infrastructure-staffing-and-enhancing-technical-skills-and-training

  84. Sallam, M. H. (2017). A review of MOOCs in the Arab world. Creative Education, 8(04), 564.CrossRefGoogle Scholar

  85. Selmoune, S., & Alimazighi, Z. (2008). A decisional tool for quality improvement in higher education. In Proceedings of the 3rd International Conference on Information and Communication Technologies: From Theory to Applications, 2008. ICTTA 2008.  https://doi.org/10.1109/ICTTA.2008.4530368.

  86. Seridi-Bouchelaghem, H., Sari, T., & Sellami, M. (2005). A Neural network for generating adaptive lessons. Journal of Computer Science, 1(2), 232–243.Google Scholar

  87. Soreda, C. M. R. (2013). Educational curriculum in Algeria. Retrieved from http://fr.slideshare.net/cyrasoreda/educational-curicullum-in-algeria

  88. Spach, M. (2017). Penser les TIC dans les universités du Maghreb. Distances et médiations des savoirs. Retrieved from http://dms.revues.org/1807

  89. StateUniversity.com. (2016). Algeria – educational system overview. Retrieved from http://education.stateuniversity.com/pages/21/Algeria- educational-system-overview.html

  90. Talhi, S., Djoudi, M., Ouadfel, S., & Zidat, S. (2007). Authoring intelligent tutoring systems for disabled learners. In Proceedings of ICTA’07, April 12–14, Hammamet (pp. 137–142).Google Scholar

  91. Tarbiatic. (2016). Tarbiatic, digital school. Retrieved from http://www.tarbiatic.com

  92. Tempus. (2012). Higher education in Algeria. Education, Audiovisual and Culture Executive Agency (EACEA). Unit P10 – Tempus and bilateral cooperation with industrialized countries.Google Scholar

  93. Touami, A., & Mostari, H. A. (2016). Integrating information communication technologies as an innovative tool in EFL classes: The case of Ain Temouchent secondary teachers (Doctoral dissertation). Université Djilali Liabes De Sidi Bel Abbes, Sidi Bel Abbes, Algeria.Google Scholar

  94. Tsiatsos, T., Douka, S., Zimmer, T., & Geoffroy, D. (2014). Evaluation plan of a network of remote labs in the Maghrebian countries. In Proceedings of 2014 11th international conference on Remote Engineering and Virtual Instrumentation (REV), Porto, Portugal, 26–28 February 2014 (pp. 200–203).Google Scholar

  95. Webometrics. (2016, September 28). World universities’ ranking on the web. Retrieved from http://www.webometrics.info/

  96. World Bank. (2013). Foundations for the development of information and communication technologies in Algeria. Washington, DC. Retrieved from http://hdl.handle.net/10986/14621

  97. Young, M., Perraton, H., & Jenkins, J. (2010). Tony Dodds, distance teaching for the third world: The Lion and the clockwork mouse. London: Routledge.Google Scholar

  98. Zarzour, H., & Sellami, M. (2017). A linked data-based collaborative annotation system for increasing learning achievements. Educational Technology Research and Development, 65(2), 381–397.CrossRefGoogle Scholar

  99. Zidat, S., & Djoudi, M. (2011). Communications in computer and information science: The Impact of an online environment reading comprehension: A Case of Algerian EFL students. In H. Cherifi, J. M. Zain, & E. El-Qawasmeh (Eds.), DICTAP 2011 (Part II, CCIS 167) (pp. 759–773). Berlin: Springer-Verlag.Google Scholar

Copyright information

© Springer International Publishing AG 2018

Lire la suite Lire la suite

Djoudi M. (2018) Algeria. In: Weber A., Hamlaoui S. (eds) E-Learning in the Middle East and North Africa (MENA) Region. pp 1-25, Springer, Cham, DOI : https://doi.org/10.1007/978-3-319-68999-9_1 

978-3-319-68999-9.jpg

Algeria

Mahieddine Djoudi

TECHNÉ Laboratory, University of Poitiers Poitiers France

Chapter First Online: 

Abstract

This chapter surveys the development and current state of e-learning in the People’s Democratic Republic of Algeria. The author surveys the general social, economic, historical, and demographic background of Algeria and provides a review of its educational system. Analysis and statistics on the information and communications technology (ICT) infrastructure, usage of ICT in the country, and challenges and barriers to ICT implementation in education, business, and government are also provided. The chapter further explores in detail the major e-learning platforms, initiatives, and projects throughout the country. Information is additionally provided on accreditation, teacher training programs, and the regulatory framework of e-learning. Finally, the author speculates on the future development of e-learning in Algeria. A comprehensive bibliography on e-learning scholarship related to the country, including government reports and websites, appears at the end of the chapter.

Keywords

Algeria E-learning Web-based learning ICT Internet Education Distance learning 

This is a preview of subscription content, log in to check access

Bibliography

  1. ALC. (2016). Algerian learning centers. Retrieved from http://www.alc-dz.net/e-learning/

  2. ALQIES. (2016). Quality system in the Algerian higher education. Retrieved from http://alqies.dzportal.net/

  3. Amdaoud, M. (2017). The National innovation system in Algeria: Between institutional Inertia and under-Learning. Innovations, 2, 69–104.CrossRefGoogle Scholar

  4. Amrane, A., & Hetatache, A. (2017). Market share development within mobile service in Algeria (2000–2014): Achievements and challenges. 8(26), 381–369.Google Scholar

  5. APS. (2016). Algeria press service. Retrieved from http://www.aps.dz/

  6. Balla, A., et al. (2003). HYPERGAP: Un hypermédia éducatif dynamique générant des activités pédagogiques. Document numérique, 7(1), 39–57.  https://doi.org/10.3166/dn.7.1-2CrossRefGoogle Scholar

  7. Balla, A. (2007). An educational asynchronous learning environment. In Proceedings of ACS/IEEE international conference on computer systems and applications (pp. 856–859).Google Scholar

  8. Balla, A., & Sarirete, A. (2008). Developing educational applications using adaptive e-learning model. In M. Iskander (Ed.), Innovative techniques in instruction technology: E-learning, e-assessment, and education (pp. 13–18). N.Y: Springer Science+Business Media B.V.CrossRefGoogle Scholar

  9. Balla, A. (2009). A Proposed approach for learner evaluation in an open distance environment. The International Arab Journal of Information Technology, 6(2), 132–137.Google Scholar

  10. Behaz, A., & Djoudi, M. (2012). Adaptation of learning resources based on the MBTI theory of psychological types. IJCSI International Journal of Computer Science Issues, 9(1.2), 135–141.Google Scholar

  11. Bellala, M., & Nader, F. (2014). “E-shop”: A collaborative learning activity. Procedia - Social and Behavioral Sciences, 152(2014), 214–218.CrossRefGoogle Scholar

  12. Benchicou, S., Aichouni, M., & Nehari, D. (2010). E-learning in engineering education: A theoretical and empirical study of the Algerian higher education institution. European Journal of Engineering Education, 35(3), 325–343.CrossRefGoogle Scholar

  13. Benhamdi, S., Babouri, A., & Chiky, R. (2017). Personalized recommender system for e-Learning environment. Education and Information Technologies, 22(4), 1455–1477.CrossRefGoogle Scholar

  14. Bensalah, B., & Sedira, Z. (2014). La dissertation au cœur des écrits universitaires: Quel est le rôle des TIC pour l’amélioration de ce genre d’écrit chez les étudiants de master FLE de l’Université de Biskra. Didactiques, 3(2), 151–160.Google Scholar

  15. Berkani, L., & Chikh, A. (2010). A process for knowledge reuse in communities of practice of e-learning. Procedia-Social and Behavioral Sciences, 2(2010), 4436–4443.CrossRefGoogle Scholar

  16. Bey, A., & Bensebaa, T. (2012). Towards an e-assessment approach of algorithmic problem-solving skills using plan-based program understanding approach. In Proceedings of 2012 international conference on education and e-Learning innovations (pp. 1–4).Google Scholar

  17. Bouabdellah, L., & Kharbash, H. (2010). The use of instructional technology in higher education: An empirical study at the universities of east Algeria. In Proceedings of EDULEARN10 conference, 5–7 July 2010, Barcelona (pp. 1813–1820).Google Scholar

  18. Bouhadada, T., & Laskri, M. T. (2006). A Virtual cooperative learning environment using human companion. The International Arab Journal of Information Technology, 3(1), 48–54.Google Scholar

  19. Bousbia, N., Labat, J.-M., & Balla, A. (2008). Detection of learning styles from learner’s browsing behavior during e-learning activities. In Proceedings of ITS 2008: Intelligent Tutoring Systems, 5091 (pp. 740–742).Google Scholar

  20. BuddeCom. (2016). Algeria – broadband, digital economy and digital media – Statistics and analyses. Retrieved from https://www.budde.com.au/Research/Algeria-Fixed-Broadband-Digital-Economy-and-Digital-Media-Statistics-and-Analyses.html

  21. Chaabna, S. (2012). Apport du co-enseignement à l’apprentissage de la langue anglaise pour les élèves arabisés. In Proceedings of 2012 International Conference on Education and e-Learning Innovations (pp. 1–2).Google Scholar

  22. Chaabna, S., & Wang, H. (2015). Analysis of the state of e-commerce in Algeria. International Journal of Marketing Studies, 7(2), 44–58.CrossRefGoogle Scholar

  23. CIA. (2016). The World factbook, Central Intelligence Agency. Algeria. Retrieved from https://www.cia.gov/library/publications/the-world-factbook/geos/ag.html

  24. ClusMED. (2014). Algeria national ICT regulatory framework analysis, project: ClusMED. Reinforcement of ICT regulations and ICTs for tackling societal challenges links in Europe and Mediterranean countries. Retrieved from http://www.clusmed.eu/?wpdmact=process&did=40

  25. CNEPD. (2016). Skills training. Retrieved from http://www.cnepd.edu.dz

  26. Dirassatic. (2016). Dirassatic, an easy school network. Retrieved from http://dirassatic.info/

  27. Djebbari, Z. (2010). EFL technology-based instruction in Algerian higher education: A sound theory to effective practice. In Proceedings of EDULEARN10 conference, 5–7 July 2010, Barcelona (p. 5344).Google Scholar

  28. Djoudi, M. (2011). Improving the quality of higher education through ICT. Proceedings of the third international Conference on Computer Science and its Applications (CIIA’11) Saida, 13–15 December. Retrieved from http://ceur-ws.org/Vol-825/keynote4.pdf

  29. Djoudi, M. (2010). E-learning in Algeria: Experiences on e-learning in Algerian universities. In U. Demiray (Ed.), e-LEARNING practices, cases on challenges facing elearning and national development (Vol. 1, pp. 107–123). Eskişehir: Anadolu University. Retrieved from http://www.midasebook.comGoogle Scholar

  30. Djoudi, M. (2008). Approach for listening comprehension of foreign languages with mobile devices. In R. de Cássia Veiga Marriott & P. L. Torres (Eds.), Handbook of research on e-learning methodologies for language acquisition (pp. 352–366). IGI Global: Hershey.  https://doi.org/10.4018/978-1-59904-994-6.ch022Google Scholar

  31. Douidi, L., Djoudi, M., & Khentout, C. (2007). Users assistants for e-learning environment over the web. Journal of Computer Science, 3(3), 122–129.CrossRefGoogle Scholar

  32. Douidi, L., Khentout, C., Harous, S., & Djoudi, M. (2008). An Authoring system for pedagogical creation and management. International Journal of Instructional Media, 35(1), 39.Google Scholar

  33. DZCampus.com. (2016). DZCampus.com , platform for exchange between students in Algeria. Retrieved from http://www.dzcampus.com

  34. eduDZ. (2016). eduDz, an e-learning platform for Algerian students. Retrieved from http://edudz.net/

  35. Eom, S., & Laouar, M. R. (2017). Effects of interaction on e-learning satisfaction and outcome: A review of empirical research and future research direction. International Journal of Information Systems and Social Change (IJISSC), 8(3), 58–71.CrossRefGoogle Scholar

  36. Esau, S., & Khelfaoui, H. (2009). Mapping research systems in developing countries. Country report: The science and technology system of Algeria. Geneva: CREST, IRD, France, UNESCO Forum for Higher Education, Research and Knowledge. Retrieved from http://unesdoc.unesco.org/images/0018/001833/183365e.pdf

  37. EUMEDIS. (2006). Expert European Commission (EUMEDIS). Final review report of Avicenna project 510, 22 September 2006. Retrieved from http://www.unesco.org/new/en/natural-sciences/science-technology/sti-policy/e-science-and-e-learning/avicenna-virtual-campus/

  38. FormaTIC. (2016). Research network on training and ICT in Algeria. Retrieved from http://formatic.dzportal.net/

  39. Frehywot, S., Vovides, Y., Talib, Z., Mikhail, N., Ross, H., Wohltjen, H., et al. (2013). E-learning in medical education in resource constrained low-and middle-income countries. Human Resources for Health, 11(1), 4.CrossRefGoogle Scholar

  40. German-Sallo, Z., Grif, H.-S., & Gligor, A. (2015). Technical evaluation of remote laboratories in an engineering educational network. Procedia Technology, 19(2015), 1136–1141.  https://doi.org/10.1016/j.protcy.2015.02.162CrossRefGoogle Scholar

  41. Ghomari, S. H. (2015). Bridging the communicative competence gap of the English language in the workplace through an ICT-ESP based approach of teaching in Algeria. Procedia - Social and Behavioral Sciences, 199(2015), 756–762.CrossRefGoogle Scholar

  42. Ghrieb, E. B. (2015). Teachers’ and students’ attitudes towards the use of mobile assisted language learning: A case study of master one EFL students and EFL teachers at University of Mohamed Kheider of Biskra (Masters Thesis). University of Biskra, Biskra.Google Scholar

  43. Grari, Y. (2017). Apport de l’innovation technologique dans le contexte Éducatif. Cas de l’université de Tlemcen. Les Cahiers du Mecas, 12(1), 83–93.Google Scholar

  44. Guemide, B., & Benachaiba, C. (2012). Exploiting ICT and e-learning in teacher’s professional development in Algeria: The Case of english secondary school teachers. Turkish Online Journal of Distance Education-TOJDE, 13(3), 33–49.Google Scholar

  45. Haddadi, L., Bouarab-Dahmani, F., Berkane, T., & Lazib, S. (2017). A new method for peer assessment in MOOCs. In The international scientific conference eLearning and software for education, vol. 1 (p. 416). Carol I National Defence University.Google Scholar

  46. Hadjadj, A. E. (2017). L’usage pédagogique des TIC dans la compréhension orale en classe du FLE: Cas des apprenants de 1ère Année moyenne École de EL ATRI El-Amri, Ain Khadra, M’sila (Masters dissertation). Université Mohamed BOUDIAF - M’Sila, M’Sila, Algeria.Google Scholar

  47. Hafidi, M., & Lamia, M. (2015). A personalized adaptive e-learning system based on learner’s feedback and learner’s multiple intelligences. In Proceedings of 2015 12th International Symposium on Programming and Systems (ISPS) (pp. 1–6).Google Scholar

  48. Halimi, K., Seridi, H., & Faron-Zucker, C. (2011). Solearn: A social learning network. In Proceedings of 2011 international conference on computational aspects of social networks (CASoN) (pp. 130–35).Google Scholar

  49. Hamdi-Cherif, A. (2008). Machine elearning – Learning agents and UML for elearning settings. International Journal of Education and Information Technologies, 1(2), 51–61.Google Scholar

  50. Hamdy, A. (2007). Survey of ICT in education in Algeria. Survey of ICT and education in Africa (Volume 2): 53 Country Reports. Washington, DC: infoDev / World Bank. Retrieved from http://www.infodev.org/en/Publication.354.htmlGoogle Scholar

  51. Hamdy, A. (2012). Survey of ICT and Education in Africa: Algeria Country Report. InfoDev ICT and Education Series. Washington, DC: World Bank. Retrieved from http://hdl.handle.net/10986/10683Google Scholar

  52. Hammid, N., Haddadi, L., & Bouarab-Dahmani, F. (2017a). Collaborative MOOC content design and automatic assessment based on ODALA approach. Journal of Information Technology Research (JITR), 10(2), 19–39.CrossRefGoogle Scholar

  53. Hammid, N., Bouarab-Dahmani, F., & Berkane, T. (2017b). Conceptual model for massive open online blended courses based on disciplines’ concepts capitalization and obstacles’ detection. World Academy of Science, Engineering and Technology: International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 11(5), 900–903.Google Scholar

  54. Harbouche, K., & Djoudi, M. (2007a). Agent-based virtual assistant in an interactive learning environment. Information Technology Journal, 6(8), 1199–1207.CrossRefGoogle Scholar

  55. Harbouche, K., & Djoudi, M. (2007b). Multimedia distance learning environment. In Proceedings of ICTA’07, Hammamet, 12–14 April, Hammamet (pp. 143–48).Google Scholar

  56. Imadrassa. (2016). Imadrassa, a web-based learning service. Retrieved from http://imadrassa.com

  57. IWS. (2016). Internet world stats. Internet usage statistics in Algeria. Retrieved from http://www.internetworldstats.com/af/dz.htm

  58. Kavanaugh, A. L. (1998). The social control of technology in North Africa: Information in the global economy. New York: Greenwood Publishing Group.Google Scholar

  59. Khaled, M. B., & Boulenouar, M. Y. (2009). English teaching survey among biology students: Faculty of science, department of biology Djillali Liabes University. In Proceeding of the Global Summit on Education GSE 2014, 5 March 2014, Kuala Lumpur.Google Scholar

  60. Khenak, F. (2010a). V-learning. In International conference on computer information systems and industrial management applications (CISIM) (pp. 28–32).Google Scholar

  61. Khenak, F. (2010b). Algerian V-learning network. In Proceedings of IEEE 17th International Conference on Telecommunications (ICT) (pp. 673–679).Google Scholar

  62. Khenak, F. (2010c). InterTvNet. In Proceedings of 2010 International Symposium in Information Technology (ITSim) (pp. 1–5).Google Scholar

  63. Koubaa, K. (2009). Access to online information and knowledge. Algeria: Arab World Internet Institute. Retrieved from https://www.giswatch.org/country-report/20/algeria

  64. Lafifi, Y., & Bensebaa, T. (2007). Learners’ assessment in a collaborative learning system. Asian Journal of Information Technology, 6(2), 145–153.Google Scholar

  65. Lafifi, Y., & Bensebaa. (2007b). Supporting learner’s activities in a collaborative learning system. International Journal of Instructional Technology and Distance Learning, 4(3), 3–12.Google Scholar

  66. Lafifi, Y., & Touil, G. (2010). Study of the impact of collaboration among teachers in a collaborative authoring system. Journal of Information Technology Education, 9, 113–132.Google Scholar

  67. Lafifi, Y., Halimi, K., & Hadjeris, M. (2010). COLEG: Collaborative learning environment within grid. Journal of Computing and Information Technology – CIT, 18(1), 69–90.  https://doi.org/10.2498/cit.1001441CrossRefGoogle Scholar

  68. Laifa, M., Giglou, R. I., Akhrouf, S., & Maamri, R. (2015). Trust and forgiveness in virtual teams: A study in Algerian e-learning context. In Proceedings of 2015 International Conference on Interactive Mobile Communication Technologies and Learning (IMCL)(pp. 131–35).Google Scholar

  69. Laouar, M. R., Hacken, R., & Miles, M. (2015). The role of web services in portal design: Approaches for an Algerian University Library. Library Hi Tech, 27(3), 460–479.CrossRefGoogle Scholar

  70. Latreche, M. E. H., Aissaoui, H., & Dorbani, T. (2012). E-learning and the quality of the transversal teachings in higher education: Case of Mentouri University of Constantine. In Proceedings of 2012 International Conference on Education and e-Learning Innovations(pp. 1–5).Google Scholar

  71. Mahdaoui, L., & Alimazighi, Z. (2006). E-Tutoring: A help tool for the construction of training process based on workflow. International Journal of Computer Science and Applications, 3(2), 109–125.Google Scholar

  72. Mahdaoui, L., & Alimazighi, Z. (2008). Distant tutoring using flexible workflow design: An application to product management courses. International Journal of Product Lifecycle Management, 3(2–3), 229–259.CrossRefGoogle Scholar

  73. Mahdaoui, L., & Alimazighi, Z. (2010). A general infrastructure for basic education course design using the ASPI model. Procedia Social and Behavioral Sciences, 2(2010), 5069–5507.CrossRefGoogle Scholar

  74. Mayard, A. (2015). How will technology change education in Algeria? Retrieved from http://www.wamda.com/2015/07/how-will-technology-change-education-in-algeria

  75. Mechta, D., Harous, S., & Djoudi, M. (2013). CVL@B: A Collaborative virtual l@boratory development and experimentation. Paper presented at IADIS International Conference WWW/Internet (ICWI 2013). Fort Worth: IADIS.Google Scholar

  76. Mediani, C., Abel, M.-H., & Djoudi, M. (2015). Towards a recommendation system for the learner from a semantic model of knowledge in a collaborative environment. Paper presented at the 5th IFIP TC 5 International Conference, CIIA 2015, Saida.Google Scholar

  77. Menaouera, B., Khalissab, S., Abdelbakic, B., & Abdelhamidd, T. (2015). An approach of support innovation guided by knowledge capitalization: Application on FERTIAL. Procedia – Social and Behavioral Sciences, 181(2015), 197–206.CrossRefGoogle Scholar

  78. Metz, H. C. (1994). Algeria: A country study. Washington, DC: GPO for the Library of Congress.Google Scholar

  79. MESRS. (2016). Ministry of higher education and scientific research website. Retrieved from https://www.mesrs.dz/universites

  80. Mitchell, M. (2006). The very real success of the Avicenna Virtual Campus. A World of Science, 4(4), 14–18. UNESCO. Retrieved from http://unesdoc.unesco.org/images/0014/001473/147357E.pdf

  81. Mohammed, B. D. (2017). Pour une pédagogie performante: Technologies au service de la réussite scolaire. El-Tawassol, 2(1), 270–281.Google Scholar

  82. Mostefaoui, H., Benachenhou, A., & Benattia, A. A. (2017). Design of a low cost remote electronic laboratory suitable for low bandwidth connection. Computer Applications in Engineering Education, 25(3), 480–488.CrossRefGoogle Scholar

  83. OBG. (2016). Efforts to improve educational infrastructure and technical skills in Algeria. Oxford Business Group. Retrieved from http://www.oxfordbusinessgroup.com/overview/lesson-plan-emphasis-now-infrastructure-staffing-and-enhancing-technical-skills-and-training

  84. Sallam, M. H. (2017). A review of MOOCs in the Arab world. Creative Education, 8(04), 564.CrossRefGoogle Scholar

  85. Selmoune, S., & Alimazighi, Z. (2008). A decisional tool for quality improvement in higher education. In Proceedings of the 3rd International Conference on Information and Communication Technologies: From Theory to Applications, 2008. ICTTA 2008.  https://doi.org/10.1109/ICTTA.2008.4530368.

  86. Seridi-Bouchelaghem, H., Sari, T., & Sellami, M. (2005). A Neural network for generating adaptive lessons. Journal of Computer Science, 1(2), 232–243.Google Scholar

  87. Soreda, C. M. R. (2013). Educational curriculum in Algeria. Retrieved from http://fr.slideshare.net/cyrasoreda/educational-curicullum-in-algeria

  88. Spach, M. (2017). Penser les TIC dans les universités du Maghreb. Distances et médiations des savoirs. Retrieved from http://dms.revues.org/1807

  89. StateUniversity.com. (2016). Algeria – educational system overview. Retrieved from http://education.stateuniversity.com/pages/21/Algeria- educational-system-overview.html

  90. Talhi, S., Djoudi, M., Ouadfel, S., & Zidat, S. (2007). Authoring intelligent tutoring systems for disabled learners. In Proceedings of ICTA’07, April 12–14, Hammamet (pp. 137–142).Google Scholar

  91. Tarbiatic. (2016). Tarbiatic, digital school. Retrieved from http://www.tarbiatic.com

  92. Tempus. (2012). Higher education in Algeria. Education, Audiovisual and Culture Executive Agency (EACEA). Unit P10 – Tempus and bilateral cooperation with industrialized countries.Google Scholar

  93. Touami, A., & Mostari, H. A. (2016). Integrating information communication technologies as an innovative tool in EFL classes: The case of Ain Temouchent secondary teachers (Doctoral dissertation). Université Djilali Liabes De Sidi Bel Abbes, Sidi Bel Abbes, Algeria.Google Scholar

  94. Tsiatsos, T., Douka, S., Zimmer, T., & Geoffroy, D. (2014). Evaluation plan of a network of remote labs in the Maghrebian countries. In Proceedings of 2014 11th international conference on Remote Engineering and Virtual Instrumentation (REV), Porto, Portugal, 26–28 February 2014 (pp. 200–203).Google Scholar

  95. Webometrics. (2016, September 28). World universities’ ranking on the web. Retrieved from http://www.webometrics.info/

  96. World Bank. (2013). Foundations for the development of information and communication technologies in Algeria. Washington, DC. Retrieved from http://hdl.handle.net/10986/14621

  97. Young, M., Perraton, H., & Jenkins, J. (2010). Tony Dodds, distance teaching for the third world: The Lion and the clockwork mouse. London: Routledge.Google Scholar

  98. Zarzour, H., & Sellami, M. (2017). A linked data-based collaborative annotation system for increasing learning achievements. Educational Technology Research and Development, 65(2), 381–397.CrossRefGoogle Scholar

  99. Zidat, S., & Djoudi, M. (2011). Communications in computer and information science: The Impact of an online environment reading comprehension: A Case of Algerian EFL students. In H. Cherifi, J. M. Zain, & E. El-Qawasmeh (Eds.), DICTAP 2011 (Part II, CCIS 167) (pp. 759–773). Berlin: Springer-Verlag.Google Scholar

Copyright information

© Springer International Publishing AG 2018

Fermer Fermer


Elearning in Algeria

Cliquez ici pTélécharger le chapitre de livre

Facebook FormaTIC
Formatic
Groupe FormaTIC
Pays des visiteurs
Visites

 450331 visiteurs

 2 visiteurs en ligne

Vous êtes ici :  Accueil
 
 
Texte à méditer :   Nul ne peut prétendre savoir faire s’il ne sait pas mesurer ce qu ’il fait.