The CAOL framework: Redefining blended learning through asynchronous online communities in Morocco
Hicham Dahmani 
1 and Samira Chakroune 2
English Department, Faculty of Letters and Human Sciences-Sais, Sidi Mohamed Ben Abdellah University, Fez, Morocco
Corresponding author: hicham.dahmani1@usmba.ac.ma
DOI: 10.5281/zenodo.17268686
The sudden shift to online learning in the context of the coronavirus quarantine in Morocco brought to light significant disparities. It led to substantial pedagogical challenges, issues that persist in posing difficulties to educators within the contemporary blended learning environment. The present study investigates the underlying causes of these shortcomings and proposes a novel framework to foster more inclusive and effective digital education. It reveals critical barriers: a widespread lack of appropriate learning technology tools among disadvantaged students, inconsistent access to stable bandwidth connectivity, and a notable scarcity of official, curriculum-aligned digital learning materials. Furthermore, it identifies a prevalent disuse of the Ministry of Education’s provided learning management systems by practitioners, who instead resort to more familiar and accessible platforms such as WhatsApp, Facebook, and Google Classroom for remote instruction. In response to these findings, a community of asynchronous online learning framework is proposed. The framework under discussion is structured around four interrelated aspects: affordability, materiality, flexibility, and self-assessment. The intention behind this structure is to cater to the diverse needs of both technologically advantaged and disadvantaged students. Such a framework emphasises offline accessibility and aims to create a resilient, equitable, and effective asynchronous online learning environment that is tailored to the Moroccan reality.
Keywords: asynchronous learning, blended learning, digital divide, online learning framework, equitable access.
Published
2025/10/05
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Section
Research Papers
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Dahmani, H., & Chakroune, S. (2025). The CAOL framework: Redefining blended learning through asynchronous online communities in Morocco.
The International Journal of Technology, Innovation, and Education,
3(3), 7–34.
https://doi.org/10.5281/zenodo.17268686
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Dahmani, Hicham, and Samira Chakroune. 2025. “The CAOL Framework: Redefining Blended Learning through Asynchronous Online Communities in Morocco.”
The International Journal of Technology, Innovation, and Education 3 (3): 7–34.
https://doi.org/10.5281/zenodo.17268686.
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Dahmani, Hicham, and Samira Chakroune. “The CAOL Framework: Redefining Blended Learning through Asynchronous Online Communities in Morocco.”
The International Journal of Technology, Innovation, and Education, vol. 3, no. 3, Oct. 2025, pp. 7–34,
https://doi.org/10.5281/zenodo.17268686.
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[1]
H. Dahmani and S. Chakroune, “The CAOL framework: Redefining blended learning through asynchronous online communities in Morocco,” The International Journal of Technology, Innovation, and Education, vol. 3, no. 3, pp. 7–34, Oct. 2025, doi: 10.5281/zenodo.17268686.
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Dahmani, H. and Chakroune, S. (2025) “The CAOL framework: Redefining blended learning through asynchronous online communities in Morocco,”
The International Journal of Technology, Innovation, and Education, 3(3), pp. 7–34. Available at:
https://doi.org/10.5281/zenodo.17268686.
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Dahmani H, Chakroune S. The CAOL framework: Redefining blended learning through asynchronous online communities in Morocco. The International Journal of Technology, Innovation, and Education [Internet]. 2025 Oct 5;3(3):7–34. Available from:
https://ijtie.com/wp-content/uploads/2025/10/N30343.pdf
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Volume 3, 2025 – Issue 3 
