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首页> 外文期刊>Bangladesh Journal of Medical Science >Ibn Tofail’sUniversity students’ satisfaction evaluation towards distance learning and its impacts on the students’ mental health during the Covid 19 Confinement.
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Ibn Tofail’sUniversity students’ satisfaction evaluation towards distance learning and its impacts on the students’ mental health during the Covid 19 Confinement.

机译：IBN Tofail'university学生对远程学习的满意评价及其对Covid 19禁闭期间学生心理健康的影响。

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Aims, objectives and methods : The study we have conducted aims to evaluate Moroccan students’ satisfaction level with regard to the use of distance learning platforms during the Covid 19 confinement period. We also attempt to examine the impact of distance learning on the students’ mental health.Our research has demonstrated that imposing distance learning as a learning process to students produces a substantial stress level within 49% of the investigated student population.Indeed, the students’ full immersion in distance learning process has obviously arose technical and pedagogical brakes within (87%) of the questioned student population, and also psychological brakes within (27%) of the respondent population. Furthermore, the particularity of this confinement’s period has brought to light three students’ categories regarding the use of distance learning in their training and learning process and behavior. Recommendations :Our study’s results can be considered very relevant because they show a clear correlation between the adoption of distance learning, as a new teaching approach, and, the perceived stress level (49%) involved during this process. Therefore, the clear necessity of material, pedagogical and psychological supports to be implemented during this transition stage.
机译：目标，目标和方法：研究我们的研究旨在评估摩洛哥学生在Covid 19禁令期间使用远程学习平台的满意度。我们还试图检查远程学习对学生心理健康的影响。我们的研究表明，将远程学习作为学习过程施加到学生的学习过程中，在调查的学生人口的49％内产生了大量的压力水平。等等，学生远程学习过程中的全浸性能明显出现在受疑的学生人口中的（87％）内的技术和教学制动器，以及在被访者人口中的（27％）内的心理制动。此外，这种限制的时期的特殊性使三个学生的类别阐明了他们在培训和学习过程和行为中使用远程学习。建议：我们的研究结果可以被认为是非常相关的，因为它们在采用远程学习之间表现出明确的相关性，作为新的教学方法，以及在此过程中所涉及的感知压力水平（49％）。因此，在这种过渡阶段期间，在这种过渡阶段实施的材料，教学和心理支撑的明确必要性。

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