Transition to Tertiary Education and eLearning in Lebanon Against the Backdrop of Economic Collapse and Covid-19 Pandemic

Harfouche, Jacqueline Saad; Hariri, Nizar

doi:10.1007/978-3-030-92909-1_12

Cited by 1 publication

(2 citation statements)

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“…Both before and during the pandemic, Lebanon has been facing multiple crises in the economy security, health, and the influx of refugees [37]. In particular, the 4 August 2020 explosion at the port of Beirut destroyed an entire neighborhood in the port of Beirut, killing hundreds, injuring thousands, and displacing approximately 300,000 people, greatly exacerbating the dire economic situation of the Lebanese people.…”

Section: Lebanonmentioning

confidence: 99%

“…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].…”

Section: Lebanonmentioning

confidence: 99%

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

Xu¹,

Pang

Chi

2022

Education Sciences

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Online learning has emerged as a widely used learning mode and will likely supplement traditional learning in the post-pandemic era. The purpose of this study is to present student voices of online school education by investigating students’ online learning experiences during the COVID-19 pandemic in various contexts, and explain why the impacts are important to student learning and well-being. Semi-structured in-depth interviews were conducted with nine students from China, Lebanon, and the United States to gain direct insight into students’ perceptions of each country. The results showed that the online learning environment provided at the national level, such as social conflicts, and the facilities provided at the individual level, such as information access, increase the educational inequity. High-school students experienced numerous psychological changes and encountered academic cheating issues in the home online-learning environment. We recommend that online school education should make significant improvements in pedagogy, students’ mental health, and learning assessment, and consider factors beyond technology solutions.

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Section: Lebanonmentioning

confidence: 99%

Section: Lebanonmentioning

confidence: 99%