Distance education as a response to pandemics: Coronavirus and Arab culture
Distance education as a response to pandemics: Coronavirus and Arab culture
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DOI：
10.1016/j.techsoc.2020.101317
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发表时间：
2020-11-01
影响因子：
9.2
通讯作者：
Alqahtani, Rafdan Hassan Alhajhoj
中科院分区：
文献类型：
--
作者：
Al Lily, Abdulrahman Essa;Ismail, Abdelrahim Fathy;Alqahtani, Rafdan Hassan Alhajhoj
一些国家已经用远程教育取代了面授教育，以应对冠状病毒。这种形式的远程教育不同于传统的远程教育：突然、不容易和强制地实施，侵犯了学校教育，构成了一个全球讨论的现象。本文为这种教育建立了一个概念框架，解决了这样一个问题：在冠状病毒中实施远程教育会产生什么后果？它的目标是阿拉伯文化，尽管全球化和媒体可能协调了任何实质性的跨文化差异。通过分析社交媒体帖子、在线课程和采访，出现了各种后果。关于社会和文化的影响，一些人可能出于意识形态的考虑，通过竞选、谣言和幽默来容忍、支持、拒绝或颠覆这种教育。关于教育学和心理学的后果，不准备和不称职可能会损害教育。此外，呆在家里可能会带来问题(与流行病有关的压力、焦虑、抑郁、家庭暴力、离婚和怀孕)，阻碍学生和教师的学习和教学。关于程序和后勤方面的影响，一些阿拉伯背景可能比非阿拉伯背景在数字方面做得更好。此外，利益相关者可能会加紧努力，从对这种教育的过度需求中获利，无论是道德上的还是不道德的。远程教育是几项社交疏远举措之一，尽管阿拉伯人有着根深蒂固的社交亲密感，但他们仍然欢迎远程教育，他们与Deond建立了联系，形成了非正统的“疏远”。
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'.