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الرئيسية > The Emergence of Virtual Learn...>الوصف

The Emergence of Virtual Learning in Libya during Coronavirus Pandemic

المصدر: مجلة التربوي
الناشر: جامعة المرقب - كلية التربية بالخمس
المؤلف الرئيسي: Alshareef, Hisham mohammed alnaib (Author)
مؤلفين آخرين: Elfagaeh, Aisha Mohammed (Co-Author) , Lawej, Abdualaziz Ibrahim (Co-Author) , Kaka, Safa Albashir Hussain (Co-Author) , Alghawash, Aisha Omran (Co-Author)
المجلد/العدد: ع19
محكمة: نعم
الدولة: ليبيا
التاريخ الميلادي: 2021
الشهر: يوليو
الصفحات: 553 - 560
ISSN: 2011-421X
رقم MD: 1166383
نوع المحتوى: بحوث ومقالات
اللغة: الإنجليزية
قواعد المعلومات: EduSearch
مواضيع:
التعليم الافتراضي | فيروس كورونا "كوفيد-19" | ليبيا
كلمات المؤلف المفتاحية:
Virtual Learning | Efficacy of Virtual Learning | Technology | Education in Libya
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المستخلص: The COVID-19 outbreak has changed the worldwide nature of education, from face-to-face learning to virtual learning. Coronavirus has spread rapidly, as many countries were not prepared for urgent lockdown. Most developed countries around the globe have adapted virtual learning as an alternative to face-to-face schooling. This process has not been a comparatively significant challenge, since these countries are familiar with using technologies in education. Some countries such as Libya, had a considerable time to take steps to face the pandemic, as it did not record any cases of the global disease until 4th March 2020. This study highlights the steps taken by the education sector in Libya towards the use of virtual learning. The Ministry of Education in Libya has taken proactive steps to prevent the transmission of the virus in schools by closing all educational institutions before any cases were recorded in the country. The urgent unplanned closure of all educational institutions was not followed by any plan to maintain the progression of students’ learning. Broadcasting lessons on TV was the only method that the ministry had in place in order to preserve the curricula-based learning system. This way of teaching does not suit the curricula types, as they primarily require a learner-centred environment, while TV classes are teacher-based classes. Consequently, Ongoing training on using technology in education should be adapted in order to promote teachers’ skills and knowledge of virtual learning.
ISSN: 2011-421X

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