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 Chi-
square 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 administrative and financial
(material/organizational) impediments dimension.