Impacts of the Migration of Cross-Cutting Courses of a Traditional University in Distance Learning

Mouhamadou Lamine Ba, Bounama Gueye, Amadou Dahirou Gueye, Omar Kassé, Marie Hélène Wassa Mballo


Public universities in Senegal are facing huge issues related to the student reception and training. Given the budget deficit in Senegal and in African countries in general, our leaders struggle to continuously invest in the human and material resources within the universities. In addition, the courses taught in traditional programs are most often repetitive and sometimes not up-to-date, which does not allow universities to optimize time, space, human resources, and finance. As a result, it become acute to adapt the learning models and teaching methods within the traditional universities. Distance learning seems to be an essential solution. However, existing distance learning offers in these universities are in general geared towards certifying and degree-based distance learning. This does not solve the problems encountered in classical pedagogical training. Starting from these limits, we first propose a new efficient model of distance education at the service of a classical university, then we demonstrate its positive financial, material and pedagogical impacts. The proposed model has been implemented and successfully evaluated at Alioune Diop University of Bambey, a classical university in Senegal.


Distance learning; Classical university; Cross-cutting courses; Pooling; Model; Optimization; Migration; Evaluation; Positive impacts

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International Journal of Engineering Pedagogy (iJEP) – eISSN: 2192-4880
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