التطوُّرُ التكنولوجيُّ وإمكانيةُ التعلُّم من دون معلمٍ في مرحلةِ ما بعدَ الأزْمات – وجهةُ نظرِ طُلَّاب التربيَة في جامعة العلوم والآداب اللبنانية (USAL)

Abstract

This study focused on technological development and the possibility of learning without a teacher in the post-crisis stage, especially after the end of the Covid-19 pandemic in Lebanon, by identifying the changes that affected the educational process during the crisis on the one hand, and the possibility of benefiting from technology in the educational aspect after the crisis had ended, on the other hand. One of its most important goals was to study the possibility of dispensing with the teacher as an element of the educational process, what is done by relying on modern technology as an alternative (distance education via videos, educational platforms, and other modern educational technology techniques). Its importance revolved around the research on the possibility of a radical change in the roles of the teacher in the world of post-crisis education, such as changing the method of direct human interaction (face-to-face) between the teacher and the student, so that this direct interaction now takes place through a computer screen or a smartphone screen. Similarly, the process of classroom management,has turned into electronic monitoring (audio and video) and is no longer controlled directly related to the physical presence of the teacher. Accordingly, the problem of the study was as follows: What is the impact of technological development on the possibility of learning without a teacher in the post-crisis stage? The study was conducted on a sample of 247 male and female students from the Faculty of Education at the Lebanese University of Arts and Sciences (USAL), located in Lebanon, Beirut. The results were concluded to prove the validity of the four hypotheses, that is, the effectiveness of relying on technology in the educational process in its four stages (in the domain of lesson presentation, in the domain of applied assignments and tasks, in the domain of assessment and testimg, and in the domain of inquiries and feedback), but in a varying manner.