Distance education as a response to pandemics: Coronavirus and Arab culture

Abstract

Some countries have replaced face-to-face education with distance education in response to the coronavirus. This form of distance education differs from conventional distance education: being suddenly, unreadily and forcefully implemented, invading schooling and constituting a globally discussed phenomenon. This article builds a conceptual framework for this education, addressing the question: What are the ramifications of implementing distance education amid coronavirus? It targets Arab culture, although globalisation and the media may have harmonised any substantial cross-cultural variations. Various ramifications have emerged through analysing social-media posts, online classes and interviews. Concerning social and cultural ramifications, some may, for ideological considerations, tolerate, support, reject or subvert this education through campaigning, rumour and humour. Regarding pedagogical and psychological ramifications, unreadiness and incompetence may compromise education. Additionally, staying home may entail problems (pandemic-related stress, anxiety, depression, domestic violence, divorce and pregnancy), preventing students and teachers from learning and teaching. Concerning procedural and logistical ramifications, some Arab contexts may be digitally readier than non-Arab contexts. Additionally, stakeholders may intensify efforts to profit, ethically or unethically, from the over-demand for this education. Distance education is one of several social distancing initiatives, which Arabs have welcomed despite their well-rooted social closeness, bonding to debond, forming unorthodox ‘distanceship’.

Psychological Aspects of Students With Learning Disabilities in E-Environments: A Mini Review and Future Research Directions

“…What about the current and ongoing experience of the massive use of e-learning due to the COVID-19 outbreak? We agree with Al Lily et al (2020), who coined the term "Crisis Distance learning, " that the current ongoing experience is different from previous ones, and that caution is needed before making any kind of generalizations from previous experiences. Nevertheless, some general considerations can be drawn for future research.…”

The Psychological State of Teachers During the COVID-19 Crisis: The Challenge of Returning to Face-to-Face Teaching

“…From that moment, a strict lockdown began, and Spanish children and adolescents were confined to their homes for more than 6 weeks ( Idoiaga et al, 2020a , b ), after which a de-escalation phase began in which the restrictions were gradually eased until the beginning of July ( Gobierno de España, 2020a ). Therefore, school and university teaching were transformed overnight into a virtual modality and remained this way throughout the 2019–2020 academic year ( Al Lily et al, 2020 ; Besser et al, 2020 ; Kim and Asbury, 2020 ).…”

“…Not many studies conducted during the pandemic measure the symptoms of stress, anxiety, and depression among teachers but the studies that have been carried out suggest that they have psychological symptoms and this reinforces the importance of reopening schools and universities. A recent Arab study has indicated that this crisis has caused teachers to suffer problems that are often related to a pandemic situation, such as anxiety, depression, domestic violence, and divorce, all of which restrict their ability to teach properly ( Al Lily et al, 2020 ). A study carried out in three cities in China during the pandemic assessed the prevalence of anxiety among teachers and found a prevalence of 13.67%, with women being more anxious than men and the older ones being more symptomatic ( Li et al, 2020 ).…”

Desafios do processo ensino aprendizagem frente à pandemia do novo coronavírus

“…Em uma pesquisa feita por Lily et al (2020) voltada para países árabes, onde as suas crenças são extremamente arraigadas ao contato social pois o mesmo pode ser observado pela prática do aperto de mão, beijo de bochecha, beijo de nariz, abraços amigáveis, reuniões familiares dentre outras questões de intimidade social, relata que a educação a distância, ferramenta usada em resposta ao Coronavírus, foi uma estratégia utilizada para manter o distanciamento social, implantada de forma imediata e forçada, causou profundo impacto na cultura, costumes e práticas dessa sociedade, porém o grande risco de contaminação levou-os a um pensamento reflexivo acerca das medidas de controle da doença e a adotar métodos como o uso das tecnologias remotas.…”