Application of online learning by sciences teachers in private middle schools in Lebanon during covid-19 pandemic: challenges and lessons learned

Abstract

The purpose of this qualitative study was to assess the application of online learning during Covid-19 pandemic from sciences educators’ perspective in private middle schools in the Keserwan community of Lebanon. Questionnaires and interviews were the main instruments used. Eight private middle schools were purposively selected to conduct the study. Data was analyzed using descriptive statistics through the use of Statistical Package for Social Sciences (SPSS 24 version) and results were presented in tables and charts. Eighty participants were sampled from eight private middle schools. Participants included four principal participants, eleven sciences coordinator participants, and sixty-nine sciences teacher participants. The findings established that schools did not have a strategic plan for application of online learning as a result of an education in emergency, for that reason teachers unprepared to conduct online learning effectively. It was also found that lack of digital competence to apply online learning, lack of interaction between teachers and students, lack of assessment tools to evaluate students’ learning, heavy workload for teachers, internet connection, external distractions, and others were the challenges faced by sciences teachers in the implementation of online learning. Moreover, the application of online learning made available opportunities for sciences teachers including novel teaching methods, using various online resources, recording class session, giving instant feedback to students, developing teachers’ technology and communication skills, and save teachers’ commute time. As a result of the challenges faced by sciences teachers, several instructional approaches were adopted which included YouTube videos, pictures, students’ participation in explaining parts of the lessons, giving problem solving, giving practical experiments to do at home, multiple choice questions, project presentation, etc. To address the application of online learning problems, the study recommended an establishment of strategical plan to integrate certain advantageous items used during online learning in normal learning. It was also recommended that teachers should be supported by schools to provide them with appropriate technologies needed, training programs for teachers to know what and how features in online learning to integrate in conventional learning to be beneficial for students. The participation in decision making concerning what items from online learning could be integrated in normal learning should be applied towards all teachers, there should be awareness program about new learning methodologies combined between traditional learning and online learning among students and parents at the beginning of the school year. It was suggested that future research be carried in the following areas: examination of sciences teachers’ perspectives among private and public primary, middle, and secondary schools on the implementation of online learning during Covid-19, the experience of parents in the implementation of online learning during pandemic, and the involvement of students’ perception toward implementation of online learning.