Distance Learning and Covid-19
This article aims to analyze the context of distance learning in Lebanon during the quarantine days. Distance Learning is defined as form of education in which there is normally a separation between teacher and learner and thus one in which other means — the printed and written word, videos, presentations, the telephone, computer conferencing or teleconferencing (online classes), for example — are used to bridge the physical gap (Mugridge, 1991)
Factors affecting Distance Learning
“A Literature Review of the Factors Influencing E-Learning and Blended Learning in Relation to Learning Outcome, Student Satisfaction and Engagement” ( Nortvig, Petersen, & Balle, 2018) was based on systematic database searches conducted in January 2017, and it included 44 peer reviewed articles and papers published between 2014 and 2017. The research findings show that among the many factors some seem to dominate more: educator presence in online settings, interactions between students, teachers and content, and designed connections between online and offline activities as well as between place-related and practice-related activities. Are these factors maintained ?
Challenges of Distance Learning on Learning outcomes.
Based on the practices during the Covid-19 quarantine days in Lebanon, there are many challenges that limit the effectiveness of distance learning: 1. Availability of technology and internet, 2. Students’ readiness, 3. Teachers’ readiness, 4. Parents’ readiness, and 5. Availability of instructional resources.
- Availability of technology and/or internet:
The context revealed that most of the students, especially elementary and middle school students didn’t have the devices (phones laptops, tablets…) to follow up their teachers’ instructional resources. Students used their parents’ phones which turned out to be more inconvenient especially when parents are completing their work online or/and they have two or more children studying online. As well, the internet connection, which is a paid service, is not available for all students and teachers all the time.
2. Students’ Readiness
Students’ readiness involves various dimensions. Students’ perception of the current situation provokes psychological stress which will definitely limit their willingness to fulfill academic assignments. Considering teenagers, who are supposed to be more independent from their parents’ supervision, they lack organizational skills and are more oriented to chaotic lifestyles. Moreover, the passive learning strategies where students are totally dependent on teachers’ lectures and direct instructions, decrease students’ ability to become autonomous learners.
3. Teachers’ Readiness
Within the sudden context, teachers are expected to prepare their lessons through at least videos or presentations. This was challenging for some teachers who are not used to employing technology in their teaching practices. Other teachers convert the long lectures into videos and expect their students to watch these videos and do the assignments. In fact, their expectations are not fulfilled most of the time.
4. Parents’ Readiness
In addition to the stressful experience of the quarantine, parents are not used to being involved in their students’ learning process. Even parents for lower age students, they usually supervise their home practice only during school days. However, parents now are suffering from urging their kids to study. They are obliged sometimes to explain concepts to their children although they are not ready to do this. All this would turn them to be aggressive making their children to hate the process of studying more and more.
5. The curriculum and the availability of resources
Most Lebanese educators are aware of the inconveniences of the curriculum concerning its lack of students’ interests, 21st century skills , and relevance to students’ real life. This definitely limits students’ motivation to study and cope with their teachers’ instructional materials sent to them, especially that there is no reliable assessment and evaluation adopted. Moreover, some teachers are aware of these inconveniences and try to use learning strategies which integrate students’ interests, 21st century skills,and students’ real life. These teachers suffer from insufficient online resources like free virtual labs or reliable educational sites.
Effective Adaptations
Considering all the above mentioned challenges, it is recommended to adopt blended learning with lower aged students ( K-6) where teachers prepare instructional materials, maintaining their presence through at least their voices, that are relevant to students’ interest and daily life.The assignments should be more task oriented, where students are asked to do a performance task or record a video explaining a concept. This will make the students more motivated and decrease the stress on parents. Moreover, positive reinforcement strategies are very effective to keep students of this age involved all the time like distributing certificates, honoring their learning outcomes…This is well would also elevates parents’ motivation in following up their kids.
For higher grades (7–12), in addition to the above mentioned blended learning, online classes would be adopted more easily considering that most students in these ages have their own devices. Teachers can use more inquiry based lessons implementing 5 E strategy. The students will be much more engaged to do their assignments which is not only assessing their understanding of the concept but also applying their understanding in different contexts such as making a project, writing a reflection, a journal….
School administrators should consider parents’ challenges and support them. There must be specialized times for teachers to answer students’ questions and limit parents’ involvement in explanation and learning process. As well, parents should be provided with tips and resources to organize their kids’ quarantine days ensuring psychological health for both parents and students. As well, they should consider teachers’ training, supervision and motivation, to reinforce better learning outcomes and students’ satisfaction and engagement. Moreover, online workshops for secondary students would be beneficial to direct them towards their academic goals through reinforcing organizational skills.
As for curriculum, it is time to rethink our future plans concerning new curriculum.. Do we need books?!, more books?? With all the national and international books that are available now, we are not able to reach our students’ interaction. So what do we need?? By attending a lecture presented by the OECD educational specialist about curriculum, he mentioned that in Finland, there are no books.. Teachers, who are given the necessary time, training, and resources, should design their unit plans to reach all students..
References
Mugridge, L (1991). Distance Education and Teaching of Science, Impact of Science on Society.41(4), 313–320.
Nortvig, A. M., Petersen, A. K., and Balle, S. H., 2018. A Literature Review of the Factors Influencing ELearning and Blended Learning in Relation to Learning Outcome, Student Satisfaction and Engagement. The Electronic Journal of e-Learning, 16(1), pp. 46–55, available online at www.ejel.org
