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Faten Al-Hajj wrote in “Al-Akhbar”: Distance learning in public and private schools does not differ from the traditional class of attendance, except in rare cases, either in terms of the teacher’s design for the lesson or in terms of the interaction between teacher and student. While private schools approach distance learning in their own way and through their own platforms, public sector teachers receive late training and are in the process of integrating digital resources and connecting them to curricula rather than producing them.
As part of its blended learning plan for this year, the Ministry of Education has not designed an integrated e-learning system that includes learning management systems and asynchronous cooperative learning with feedback, electronic monitoring and evaluation. The ministry has decided that distance learning space in public schools will not exceed 20 percent of the teacher’s weekly time, during which the teacher and student use “Microsoft Teams” (a tool for simultaneous face-to-face learning at a distance ) or the WhatsApp application or any other application, in addition to paper activities and electronic assignments. Observation. On the other hand, 80 percent of teachers’ time is devoted to face-to-face education in classes, while schools have one week of attendance and one week of distance education..
Central digital educational content is still lacking, although the Educational Center for Research and Development has finally begun to accumulate existing digital resources. (Captions such as dictionaries, photos, videos, Powerpoint, Infographic) On global platforms (a medium on which educational resources are placed) that are open and available for free in Arabic, French and English and in all materials, and they try to network them with the curricula, i.e. Appropriate resources are selected on content and goals, and they do not produce resources that are educationally linked to form part of the curricula..
The e-learning expert Milad Al-Sebali, who suspended his advisory work in the educational center, “the lack of response from the ministry to the integrated plan that we have implemented in the e-learning center,” said, clarified that what is happening in most schools is “distance education and not electronic education, since it is not needed. Given the 25 years of development that has occurred in this style of education, the teacher continues to transfer knowledge to the student in a direction, as if you were in a traditional class, and you commit to the number of lessons you teach in attendance, while there are different patterns of interaction with students, either In synchronous electronic learning (direct interaction between teacher and student ) first, synchronous».
In Al-Sebali’s view, there is a need to redesign the educational process, so that activities taught in the classroom and activities at home are disintegrated, based on techniques and methods, and some time is spent on the explanation and most of the discussion between the teacher and the student, and the e-learning or blended learning is not an exact copy of the education Assistance, especially in terms of liberation of the idea of the authority or technology of the teacher, and provide the student with creative thinking and critical thinking skills..
Al-Sebali considered that it is not allowed to hold only the teacher responsible for the development of digital educational content, but that there must be a central content prepared by the educational center, since neither the teacher nor the school nor even the school assembly can assume this task..
Noting that fairness between students is essential in terms of providing infrastructure such as electricity and the Internet, he called for flexible legislation that is not superficial to e-learning that allows for creativity and development and provides a mechanism for ongoing curriculum development..
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