Crisis in Lebanon and distance learning. The student perspective

• Elias Kaawe
• Elias Kaawe
• Stephan-Hayek Christelle https://orcid.org/0000-0002-7854-9074

DOI: https://doi.org/10.5281/zenodo.19687505

Palabras clave: Distance Learning (DL), Crises, Student Perception, COVID-19, War, Teaching Style, Lebanon, Psychosocial Support

Resumen

This article explores the relationship between students’ perception of the teaching style and their evaluation of the academic year among Lebanese students, assessing the effectiveness of distance learning during two major crises: the COVID-19 pandemic in 2020 and the September 2024 war. Data collected from 400 students reveal that in-person teaching remains largely preferred, but the impact of teaching methods on student satisfaction varies: it is significant during the pandemic (with interactivity acting as a compensatory factor) and not significant during the war (where the emotional context outweighs the method). These findings highlight the need to integrate targeted psychosocial support into educational policies during crisis periods, and to differentiate support strategies according to the nature of the crisis.

Citas

BLACK, P., & WILIAM, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.

COUDRAY, R., & PIRES, M. (2021). L’impact psychologique de l’enseignement à distance sur les élèves : Inégalités et stress. Paris : Éditions de l’Éducation.

DELES, R., PIRONE, F. & RAYOU, P. (2021). L’accompagnement scolaire pendant le premier confinement de 2020. Administration Éducation, vol. n° 169, n° 1, pp. 155161.

DÖRNYEI, Z., & TAGUCHI, T. (2010). Questionnaires in Second Language Research: Construction, Administration, and Processing. London: Routledge.

DUBOIS, M. (2021). L’impact de la crise sanitaire sur l’éducation et les inégalités numériques. Paris : Éditions Universitaires.

EPSTEIN, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools (p. 45). Boulder: Westview Press.

GARRISON, D. R., ANDERSON, T., & ARCHER, W. (1999). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2(2–3), 87–105.

GARRISON, D. R., & ANDERSON, T. (2017). E-learning in the 21st century: A framework for research and practice (3rd ed.). London: Routledge.

HATCHUEL, A. (2021). L’accompagnement familial dans l’éducation à distance : Défis et inégalités. Paris : Éditions du Seuil.

Henri, F. (1992). Computer conferencing and content analysis. In A. Kaye (Ed.), Collaborative Learning Through Computer Conferencing. London: Springer.

JEAN-MICHEL, L. (2016). L’enseignement hybride et la classe inversée : Une révolution dans l’éducation. Paris : Éditions Pédagogiques.

JOHNSON, D. W., JOHNSON, R. T., & HOLUBEC, E. J. (2020). Cooperation in the classroom: The international evidence (p. 103). London: Pearson Education.

KOZARENKO, O. (2020). Enseignement à distance lors de la pandémie de COVID-19 : enjeux d’enseignants de français langue étrangère (FLE) de Russie. Formation et profession, n.28(v.4), pp.1–11.

MISHRA, P., & KOEHLER, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.

MOORE, J. L., & KEARSLEY, G. (2012). Distance education: A systems view. Wadsworth Cengage Learning.

MORNEAU-SEVIGNY, F. (2017). Détresse psychologique chez les étudiants : revue systématique et méta-analyse. Thèse de doctorat, Université Laval.

SIEMENS, G., & LONG, P. (2011). Penetrating the Fog: Analytics in Learning and Education. EDUCAUSE Review, 46(5), pp. 30–32.

SMITH, J. (2020). L’impact de l’enseignement à distance sur la motivation et la concentration des élèves. Paris : Éditions Pédagogiques.

TINTO, V. (2021). Teaching in the virtual classroom: Strategies for student success. London: Routledge.

Otras fuentes:

DATAREPORTAL. (2024, February 21). Digital 2024: Lebanon. https://datareportal.com/reports/digital-2024-lebanon

L’ORIENT-LE JOUR / OLJ / Par Carole AWIT, le 25 novembre 2021 à 00h00, « Les étudiants libanais peinent (encore) à suivre leurs cours en ligne ».

L’ORIENT-LE JOUR/ Par Anne-Marie El Hajj, lundi 16 mars, 2020, « L’enseignement en ligne pour tenter de sauver l’année scolaire au Liban ».

UNESCO. (2023). Technology in education: A tool on whose terms? Global Education Monitoring Report. UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000385723

WORLD BANK. (2022). Education in the wake of war: Responding to the Russian invasion of Ukraine. https://openknowledge.worldbank.org/handle/10986/37402