Sociotechnical dynamics have reached the sanctuaries of Business Schools where the digital transformation of education has become necessary to adapt to the new digital-native generation. Since the Covid-19 crisis, Digital Learning has prevailed to improve learning and optimize physical infrastructure and urban mobility. Indeed, the pandemic forced institutions to integrate virtual learning to accommodate the sudden closure of campuses and the need for social distancing. In accordance with its mission to train future decision-makers capable of adapting to turbulent contexts, UIR Rabat Business School (RBS) deploys Digital Learning following a unique agile process driven by its dean and implemented by its Direction of Digital Learning. Agility is put at the service of a blended learning pedagogy which reinforces the pioneering position of RBS in Africa and in the world and allows it to navigate the twists and turns of digital.
The Direction of Digital Learning aims to capitalize on the potential of digital technologies to resolve the dilemmas between accessibility and isolation, convenience and discipline, and innovation and tradition generated by eLearning. The team supports the professors and students in the creation and deployment of stimulating educational content for blended learning in all programs. Through the management of platforms and resources, training and user assistance, and technological educational innovation, the RBS Direction of Digital Learning helps preserve the essence of traditional learning and promotes inclusive and adaptable training through digitalization.
Digital Learning is a teaching and learning process that entails the use of digital technologies, including in online or offline environments, using distance, hybrid or in person modalities (UNICEF, 2023). Digital Learning democratizes knowledge and eliminates management training barriers. Students from diverse backgrounds can access top-level courses with just one click.
Nevertheless, the lack of rooms and physical interactions can cause disconnection and loneliness since the self-discipline and lack of immediate feedback from teachers is intimidating for some students. Then, Digital Learners can easily juggle work, family, and education. Yet this convenience sometimes undermines the rigor required for effective learning and can cause procrastination and disengagement. Finally, even if technological innovation promotes interactive simulations and personalized learning, it raises concerns about the digital divide. Not all students have equal access to technologies, particularly in the emerging Moroccan context.
In navigating these paradoxes of Digital Learning, Rabat Business School adopts a particular learning approach to preserve the essence of face-to-face learning while harnessing the benefits of distant education as detailed below.
· For the Bachelor program: Hybrid eLearning where students attend lectures simultaneously online and on campus
· For the master programs: Asynchronous eLearning in 20% of the educational offer to empower students thanks to digitalization
Digital learning is a major strategic objective of the UIR and RBS and one of the areas required for EQUIS accreditation. It has many benefits for all stakeholders.
For the professor
· Monitor learner progress using digital tools
· Time saving
· Opportunities for educational innovation and research
· Visibility of skills and knowledge
For the learner
· Saving time traveling to campus
· Empowerment over autonomous activities
· Familiarization with digital
· Avoid the monotony of classes
For the school
· Optimization of infrastructure costs
· Access to a wider audience
· Brand image
· Facilitated inter-institutional educational collaboration