The Hidden Shadow of Coronavirus on Education in Developing Countries

Autor/inn/en	Khlaif, Zuheir N.; Salha, Soheil; Fareed, Shahid; Rashed, Hadi
Titel	The Hidden Shadow of Coronavirus on Education in Developing Countries
Quelle	In: Online Learning, 25 (2021) 1, S.269-285 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2472-5749
Schlagwörter	Developing Nations; COVID-19; Pandemics; Emergency Programs; Distance Education; Online Courses; Barriers; Access to Computers; Internet; Disadvantaged; Privacy; Ethics; Attendance; Gender Bias; Synchronous Communication; Learner Engagement; Interaction; Middle School Teachers; Middle School Students; Parents; Foreign Countries; Palestine; Libya; Afghanistan + Suchen Sie Ihr Suchwort? Developing country; Developing countries; Entwicklungsland; Hilfsprogramm; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Privatsphäre; Ethik; Anwesenheit; Geschlechterstereotyp; Interaktion; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Eltern; Ausland; Palästina; Libyen
Abstract	The aim of this paper is to investigate the challenges associated with emergency remote teaching in the developing countries of Palestine, Libya, and Afghanistan, as reported by middle-school students, their parents, and teachers. These countries have been struggling with an unstable and violent situation for decades. Semi-structured interviews were conducted with 60 participants from the three countries and 60 online classes were observed. Findings revealed that COVID-19 widened the digital gap among students and families, which created challenges in terms of online class attendance. In addition, violation of students' and parents' digital privacy emerged as another key challenge to emergency remote teaching. However, teacher presence and timely feedback in synchronous online sessions strengthened students' engagement within the emergency remote teaching environment. Overall, emergency remote teaching during the COVID-19 crisis deepened inequities across students and infringed upon the digital ethics of students, teachers, and parents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01