Impediments to Implementing Distance Learning in Algerian Universities: A Case Study of Mohamed Lamine Debaghine University - Sétif 2

Abstract

This diagnostic study aims to identify the impediments to implementing distance learning in Algerian universities from the perspective of the teaching faculty, focusing empirically on Mohamed Lamine Debaghine University (Sétif 2). Adopting a descriptive-analytical approach, the study surveyed a convenience sample of 110 faculty members. Data collection was conducted using a 48-item questionnaire structured around four core dimensions: pedagogical impediments, student-related impediments, technological/technical impediments, and material/organizational impediments. After verifying the psychometric properties of the instrument, the Chisquare test results revealed that technological and technical impediments ranked first in terms of severity, followed by student-related impediments, and then material and organizational impediments. Pedagogical impediments were found to be the least severe. Furthermore, the findings indicated no statistically significant differences in faculty perceptions attributable to demographic variables (gender, academic qualification, tenure, and training), with the sole exception of the "academic specialization" variable regarding the (material/organizational) impediments dimension. administrative and financial