Yvonne El Feghaly, Raymond Bou Nader and Nizar Hariri. Online Education in Lebanon during the Covid-19 Crisis: An Ongoing Coping Phase. (ICDEc 2021)

1. Online Education in Lebanon during the Covid-19 Crisis: An
Ongoing Coping Phase
ICDEc 2021
Yvonne El Feghaly1, Raymond Bou Nader2, Nizar Hariri3
1 Center for Educational Research and Development (CRDP), Lebanon
2 Faculty of Business, Université Saint Joseph de Beyrouth, Lebanon
3 Faculty of Economics, CEDREC, Université Saint Joseph de Beyrouth, Lebanon

2. Introduction
Covid-19 crisis led more than 42
countries to be on lockdown in 2020,
with more than 690 million students
affected by school closures i.e.
roughly 39.4% of total enrolled
learners (UNESCO)
Sudden shift in teaching practices for more than 100,000 teachers in
Lebanon: Will it lead to negative or positive impact on their perception
of online teaching and learning?

3. Online survey aiming to:
üUnderstand the main educational actors’ perception of the
the forced transition to online teaching and learning
üInform decision makers and key stakeholders of the best practices to cope
with the educational crisis in a more sustainable manner

4. The Global Context
Communication
Platforms
Mobile
Applications
Learning
Management
Systems
Electronic
Resources
Lessons
Broadcasted on
Radio andTV
Channels
Printed Resources
Provision of
Electronic Devices
and Data
Packages

5. Initial Response of Lebanese Educational System to Covid-19 Lockdown
The National Context
Decrees
Organizing Online
Teaching
Lessons
Broadcasted on
NationalTV
Channel
Training Services
Free Electronic
Resources
Microsoft License Data Packages

6. Data Collection and Methodology
• 20 general questions
• 4 thematic sections
• Likert scale-multiple choice-short answers
Questionnaire
• Non-probability convenience sampling method
Sampling
• Google-form via formal and informal media
• Available in 3 languages: Arabic, French, English
• Reply duration: 5 to 6 minutes
• 80% completion rate
Procedure
Respondents
Total number: 7095
Varied in categories, age groups, sectors, regions, cycles and classes
representing variety in the Lebanese educational scene

7. Results
1.Access toTechnology: infrastructural readiness-access to
electronic devices-access to internet
2.Ability to Use technology: experience in the use of varied
devices/platforms/applications
3.Ability to Invest technology Pedagogically: knowledge of the
advantages offered by technology and online
teaching/learning, and of the challenges that could jeopardize
the quality of teaching

8. Results
Challenges Faced during OnlineTeaching/Learning Responses per Category
Students Teachers Parents
Bad internet connection 23.4% 18.8% 22.4%
Cost of internet connection 12.1% 12.5% 12.3%
Power cuts 19.1% 15.3% 16.9%
Use/ Access (students’/teachers’ inability to use
technology)
5.7% 8.9% 4.9%
Increased workload and stress level due to
telecommuting
10.0% 10.2% 10.0%
Space restraints (presence of all family members) 6.4% 7.5% 8.1%
Assessing students' progress and involvement 4.8% 6.9% 6.9%
Difficulty in using and handling online platforms 6.9% 6.7% 5.9%
Old equipment or unavailable laptops 5.3% 6.5% 5.4%
Maintaining motivation and commitment of all
students
6.4% 6.9% 7.0%

9. Results
Preferred Advantages of Online
Teaching/Learning
Responses per Category
Students Teachers Parents
Flexibility of the method (i.e. related to
time and location)
29.7% 25.6% 31.4%
Wide choice of digital tools 9.1% 15.7% 8.4%
Innovation 13.0% 19.5% 14.0%
Boosting autonomy, motivation, self-
monitoring among learners
18.2% 17.6% 21.2%
Improving relationships with students 17.8% 12.4% 15.2%
Easy use of digital tools 12.2% 9.2% 9.7%

10. Discussion
ØUnderstanding the choice ofWhatsApp as a preferred application for
learning
ØReading into the effect of the psycho-social crisis on educational
preferences
ØUnderstanding parents’ and learners’ opinion on lessons broadcasted on
nationalTV
ØStudying the indicators of a possible negative effect of this experience on
educational actors’ perception of online teaching and learning in general

11. Conclusion

12. Recommendations for Future Research
Research into “new” modes of education and underlying
transformations to societal norms and habits
In-depth needs analysis to offer adequate and more effective
support to the educational community
Studies targeting required curricular modifications
Studies targeting required system policies adaptations to ensure
successful implementation of curricular modifications