Online Education in Lebanon During the Covid-19 Crisis: An Ongoing Coping Phase

A contextual approach for exploring faculty readiness to teach online

“…Elements of access to technology had been incorporated into earlier surveys aiming to elicit readiness to teach online [ 51 , 53 ]. This concern remains relevant today in the context of developing countries where access to technology and the underlying infrastructure remain lacking [ 29 ]. In more recent contributions, this dimension is not investigated; the emphasis is rather put on technical competence.…”

“…Online teaching and learning rely on internet and a computer which are the primary instruments for learning [ 28 ]. The main infrastructure issues associated with online learning in Lebanon include the bad internet connection, the cost of internet connection, power cuts, and lack of technological devices jeopardizing the successful implementation of online learning [ 8 , 29 ].…”

The effect of using emergency remote teaching on Greek Mathematic classes in secondary education from mathematicians’ perspective

“…In Iraq the implementation of an adequate online education was challenging due to the limited capacity to provide students with internet and required electronic tools, especially in federal Iraq (Shamseldin, 2020). In Lebanon about 60% of the students attended classes using their cell phones (El Feghaly et al, 2021). In Iran the most used method was social media (Tajik & Vahedi, 2021).…”

Through the COVID-19 to Prospect Online School Learning: Voices of Students from China, Lebanon, and the US

“…In these circumstances, the government did not and could not prioritize the needs of the education sector. Although the Lebanese Ministry of Education and Higher Education made a request to move to online teaching and learning in March 2020, infrastructure limitations and lack of preparation at all levels had created challenges for schools and educators to suddenly switch to online teaching and learning [38]. According to a survey of 7095 students, parents, and teachers in Lebanon, nearly 70% of schools experienced online learning for the first time during the COVID 19 pandemic, and approximately 60% of students attended online classes through cell phones [38].…”

“…Although the Lebanese Ministry of Education and Higher Education made a request to move to online teaching and learning in March 2020, infrastructure limitations and lack of preparation at all levels had created challenges for schools and educators to suddenly switch to online teaching and learning [38]. According to a survey of 7095 students, parents, and teachers in Lebanon, nearly 70% of schools experienced online learning for the first time during the COVID 19 pandemic, and approximately 60% of students attended online classes through cell phones [38]. Another survey of 361 new Lebanese university students enrolled during the pandemic showed that Lebanese students seem to be highly motivated to study and succeed in a context of extreme adversity, since university degrees are perceived as a major passport for economic immigration [37].…”