التدريس عن بعد وتحولات مفهوم العمل(محاولة في سوسيولوجيا الرقمي): دراسة ميدانية في جامعة بلحاج بوشعيب، عين تموشنت

Abstract

Our study focused on distance teaching and the transformations in the concept of work as an attempt within the field of digital sociology. It aimed to investigate the changes brought about by the new work situation, specifically online teaching relying on digital technology. The research questions were framed as follows: 1. How did the digital transformation in teaching impact the concept of teaching work, particularly the shift from face-to-face teaching to online teaching? 2. What are the new changes and transformations added to teaching practices under this transition? 3. What role does the digital transformation play in reshaping social relationships and work-related values in teaching? To address these questions, we adopted the primary hypothesis: "The digital transformation following the transition from traditional face-to-face teaching to online teaching leads to the emergence of new patterns in teaching practices, social relationships at work, and work-related values." This hypothesis led to the formulation of subsidiary hypotheses: 1. The digital transformation following the transition from traditional face-to-face teaching to online teaching leads to new patterns in teaching practices. 2. The digital transformation following the transition from traditional face-to-face teaching to online teaching leads to new patterns in social relationships at work. 3. The digital transformation following the transition from traditional face-to-face teaching to online teaching leads to new patterns in work-related values. To address this study, we relied on the socio-technical approach, particularly the sociology of uses, which is based on the following concepts: the concept of social integration of technologies and the concept of social use of technology. Additionally, we utilized a comparative method to compare the face-to-face teaching situation with the online teaching situation. To access the field, we conducted interviews and observations to collect field data. Our study was conducted at Belhadj Bouchaib University in Ain Temouchent. We selected a purposive sample consisting of 10 professors and 4 students, totaling 14 participants from the Faculty of Arts, Languages, and Social Sciences. Based on the hypothesis adopted in our study, it became evident that the digital transformation following the transition from traditional face-to-face teaching to online teaching led to the emergence of new patterns in teaching practices, social relationships at work, and work-related values.