The decay of traditional education: A case study under covid-19

Abstract This study examined the effect of e-learning compared to traditional education on student achievement and satisfaction, and to find out if COVID-19 is the first step for creating a society without a school, an online survey was conducted. The study sample consisted of 125 Palestinian bachelor’s degree students from different universities in the Republic of China and the Arab Gulf states. The study took place during the first half of the pandemic’s academic year, from the end of February to the end of August. 2020. The findings revealed that there are no statistically significant differences between the E-learning and traditional learning concerning students’ achievement based demographic variables (university years and scientific specialization), and the student’s satisfaction variable from (teaching staff style, educational programs provided, and quality). The study indicated that e-learning has proven its feasibility during the pandemic, so it should not be excluded and underestimated. Some third world societies still prefer traditional education, but e-learning should be a permanent option that is not limited to times of crisis; Educational institutions should recognize e-learning as a fait accompli, as is the case in many developed countries. This study recommended the necessity of recognizing e-learning and enhancing this style of study by allocating specific budgets and specialized technical and educational cadres. It also recommended adopting a hybrid education pattern by integrating e-learning and F2F education.

Abstract: This study examined the effect of e-learning compared to traditional education on student achievement and satisfaction, and to find out if COVID-19 is the first step for creating a society without a school, an online survey was conducted. The study sample consisted of 125 Palestinian bachelor's degree students from different universities in the Republic of China and the Arab Gulf states. The

ABOUT THE AUTHOR
Mohammed Abu Namous is a PhD student at the school of Sociology in Central China Natural University. He has a PhD degree in anthropology from the University of Paris 8 (2017). He has a lot of published papers in scientific journals and participated in many scientific conferences. Azzeddine Boudouaia is a PhD student at the School of Education in Central China Normal University, China. He received his Master's degree in Didactics of EFL from Djillali Liabes University, Algeria. His research focuses on curriculum design and implementation, EFL instruction and learning, and teachers' education. Majed Jebril is working now at Al-Rantisi Pediatric hospital in Gaza, He has a PhD in the Epidemiology and health statistics, Institute of Global Health (GHI), School of Public Health of Xi'an Jiaotong University (XJT U) in China, 2021. He has several research paper published with high quality journal. Salma Diafi is currently a PhD researcher at Psychology school, Developmental and Educational psychology field in Central China Normal University, China. She did her master and bachelor degrees in education from Djilali Liabes University in Algeria. Her areas of interest include: Foreign language learning, academic performance, and different psychological barriers related to students' achievement. Mohamad Zreik received a PhD in international relations from Central China Normal University (2021). His areas of research interest are related to the Foreign Policy of China, Belt and Road Initiative, Middle Eastern Studies, China-Arab relations, East Asian Affairs, Geopolitics of Eurasia, and Political Economy. Mohamad has many studies and articles published in high ranked journals and well-known international newspapers.

PUBLIC INTEREST STATEMENT
The majority of 2020 studies are concerned with the use of technology in learning and education. As a result, this study gives a fresh lens of knowledge regarding technology in education. The emphasis is on the impact of e-learning vs traditional education on student success and satisfaction, as well as if COVID-19 is the first step toward building a society without a school. Elearning and conventional learning were determined to be equivalent in terms of student accomplishment. According to the study, elearning demonstrated its viability during the epidemic. This research advocated that e-learning be recognized and improved by assigning particular resources and specialized technical and educational cadres. It also advocated for a hybrid education model that included e-learning with face-to-face instruction.

Introduction
At the beginning of the year 2020, the COVID-19 spread around the world to threaten all of humanity, and hence posed a real threat to human life and still has no treatment (Affouneh et al., 2020). The World Health Organization website (2019) has classified this epidemic as a pandemic threatening humanity. The University of Oxford has defined the pandemic as an epidemic that spreads on a very wide scale and exceeds international borders, affecting many individuals (Oxford, 2020). For that, all countries and governments have taken precautions in advance and imposed social distancing and commitment of citizens inside their homes to limit its spread. This, in turn, disrupted all aspects of life and institutions of society (Draissi & Yong, 2020), including education. In other words, the COVID-19 epidemic leads the official authorities to close schools and universities (Sahu, 2020) and rely only on on e -learning. This situation put e-learning as a model that guarantees the continuation of education and free from place and time (UNESCO, 2020) which led to creating society without school. This suggests that in order for e-learning to be suitably applied and effective to create a society without school, studying its effect, compared to traditional learning, on students achievements and satisfaction during the COVID-19 deserves due attention. In this regard, this study seeks to explore the effect of the e-learning and traditional learning on students' achievements and satisfaction during the COVID-19 epidemic quarantine and finds out if the COVID-19 can be considered as the first step to have a society without school.
Accordingly, this study addresses the following research questions: (1) Are there significant differences between the effect of e-learning and traditional learning on students' achievements and satisfaction during the COVID-19 pandemic?
(2) What conclusion can be drawn from the differences between the effect of e-learning and traditional learning on students' achievements and satisfaction during the COVID-19 pandemic?
The importance of the problem posed by this study is growing after the outbreak of Covid-19 and the impossibility of students reaching their schools in a situation of the epidemic. E-learning was often seen as useless and ineffective, especially by governments and official bodies, but the epidemiological situation forced teachers and students to switch from traditional classes to virtual classes. It seems that the e-learning experience has proven its feasibility in many societies, especially educational institutions that are well-equipped and have large budgets. This paper presents a very sensitive topic, as this topic is currently controversial among most educational institutions in the third world. However, the educational experience has proven that it can be built upon, even partially, on e-learning, knowing that this may be the subject of controversy and discussion with regard to academic activities other than education, such as extra-curricular activities and others.

Literature Review
The scientific and technological development brought a qualitative leap and real revolution in communication, information, knowledge, and the internet spread in all countries. This technology paved the way for a rapprochement between societies and ideas. Hence, all societies have kept pace with this electronic information progress to make students able to use them and, therefore, keep pace with the rapid changes in life and scientific development In the face of this scientific progress, those in charge of the educational institution tended to employ web technology in the educational field to maintain changes free from negative aspects (Sawy, 2007). This new educational system appeared called e-learning. Fee (2009) defined e-learning as learning method for developing different learning approaches using digital technology that opens the way to spreading learning and provides opportunities. Its essence lies in changing or affecting teachers' role in the educational process. Here, the teacher is the provider and observer of information (Abbit & Klett, 2007), a guide to the learning process, and a learner simultaneously (Abbad et al., 2009). So, he must train his students on how to use the programs. This can help increase the level of cooperation between the teacher and students' families (Al-adwan and Smedly, 2012). It also helps transform the student from learning by negative reception to self-learning, moving them away from negative competition, harassment, or body language, and resentment of colleagues and their teacher. Besides, it serves to solve students' problems that fall behind their classmates due to compelling circumstances, such as illness or poverty (Amer, 2007). Further, it leads to consolidating the student's self-education concept and the freedom to choose (Halayli, 2018).
As a part of e-learning, virtual education was used for the first time in the United States as it accelerated its application and the opportunity to study it using computers and the Internet. This is why virtual education is defined as the education that provides the individual, using the Internet along with audio, video, multimedia, electronic books, Email, Facebook and WhatsApp chat groups, with the knowledge he needs in the chosen specialization, intending to raise the scientific level or qualification . Bin Fahos (2003) defined the virtual university "as an institution that relieves its students of time and space barriers, learning and communication with it are through various technological devices, most notably the Internet. Fahos believes that the virtual university provides an opportunity to learn through the Internet instead of attending lectures and lessons in traditional classrooms. Virtual universities began to appear at New York University in northeastern Spain in a virtual college and part from the university. Besides, the Virtual University of Korea was established for higher education reform whereas Canada established a virtual campus consisting of 11 universities in which more than 350 degrees are offered (Mazen), and 2,500 online courses serve more than 100,000 students. There is also the African Virtual University, the Syrian Virtual University, the Tunisian Virtual University, and the Moroccan Virtual University. In the 2000s, more than 70 million people studied in education and training sectors via the Internet, and in the year 2001 (Almosa & Almubarak, 2005), colleges, universities and companies in 130 countries offered more than 50,000 distance learning courses in a variety of methods, including e-learning In 2002 (Mahmoud, 2016).
Many scientific studies have dealt with and researched e-learning and virtual classrooms during the COVID-19 pandemic. For example, Mailizar (2020) studied the opinions of mathematics teachers in Indonesia regarding the COVID-19 pandemic and their experience with e-learning in secondary schools. They found a strong positive association with e-learning and a good impact on students' achievement. Chang and Fang (2020) also measures the use of e-learning in higher education in China on e-learning and its effectiveness during the pandemic. The results indicated the application of the e-learning instructions and the difficulty of applying them in a short time to students. Kapasia et al. (2020) measures university students' opinions in Bengal, India, during the pandemic period. The results showed that students face enormous challenges and psychological and behavioral problems due to Internet weakness.
Since the current Covid-19 epidemic, teachers have had to prepare and deliver classes from their homes, which come with its own set of challenges in terms of logistics and technology. For university professors, the lack of pedagogical subject expertise for online teaching has also been a problem. As a matter of fact, excellent online learning experiences need educational grounding and a thorough comprehension of the topics (Rapanta et al., 2020). This demonstrates the importance of psychological components of online training and the need for more research. Guri-Rosenblit (2005) claims that e-learning and traditional education are separate. Students have a more active role in the learning process with the latter, which is personalized to their needs and available time. Teachers serve as intermediaries between the content and students in this way (Graff, 2003).
As outlined by (Bricall, 2000;Majó & Marques, 2002), traditional education stresses the teacher's receptive role in the transfer of content that is sequential and consistent. Vicarious learning and social persuasion are particularly important in shaping behaviour in conventional schooling. Because of the nature of channels like chat and discussion forums, e-asynchronous learning opportunities are severely limited in this medium of instruction. Students' satisfaction with traditional and ICT-mediated learning methods has been the subject of several researches, but no one has examined these aspects in depth (Bradford & Wyatt, 2010;Lu & Chiou, 2010).
COVID-19 had a significant impact on education around the world. Most higher education institutions (HEIs) were affected by COVID-19, with only 2% reporting no impact on teaching or learning (Marinoni et al., 2020). Students around the world are increasingly being served by distance learning technologies, most of which are used online. According to Marinoni et al., onequarter of HEIs are developing digital or self-study options to continue teaching and learning (2020).
According to Jili et al. (2021), during the COVID-19 lockout in South African higher education, emergency remote teaching (ERT) was the best viable alternative. There have been significant investments in technology infrastructure in a short time, according to Zawacki-Richter et al. (2020) centers of digital excellence need to be better prepared. As for the Learner: face-to-face (F2F) and digital education (DE) HEIs suffered the same disadvantages. F2F and DE students alike were affected by the ambiguity surrounding their futures in school. As a result of HEI closures, Dimri (2021) found that students were unhappy and restless because their academic pursuits were interrupted.
An overall decrease in student enthusiasm for studying was found by Arribathi et al. after the COVID-19 pandemic (2020). During the COVID-19 pandemic and lockdown, Quintiliani et al. (2021) found that students' stress levels rose. Bhaumik and Priyadarshini documented the mental exhaustion caused by online classes, increased screen time, and isolation (2020). Less stress, anxiety, worry, social and emotional isolation were reported by students who were better suited to digital learning environments (Händel et al., 2020).
There has been an increase in the use of technology in the classroom by both on-campus and online teachers. Even if technology is helpful, it cannot take the place of good old-fashioned teaching. Bozkurt (2020) stresses technology adaptation since learning takes place in a social and contextual setting. Distant education pedagogy and methodology were thrown at the educators with little to no preparation or help. Researchers observed that professors who lacked expertise in the DE process and the use of technology struggled to produce course content and administrate the process.
When instructors were able to respond quickly to changing circumstances, students viewed them as more professional. They became overburdened as a result of their own isolation and the lack of emotional and mental support they received from their teachers when working one-on-one (Ando, 2021). Bozkurt and Sharma (2021) emphasized the importance of humanizing education and guiding educational activities with care and empathy. A grasp of online education pedagogy is necessary to guarantee that tools and resources utilized by instructors are effective in helping students achieve their educational objectives. Tsai et al. (2020) found that students who had previously taken an online course felt more confident in their ability to participate in online discussions and collaborations. Online learning, according to Schultz and DeMers (2020), relies more on education providers than face-to-face instruction does. As Camacho and Legare (2021) point out, utilizing online education programs necessitates adopting a more flexible attitude rather than a more traditional one. Distant education students must be supported and encouraged to become self-directed learners, according to Waterhouse et al. (2020).

Theories of Learning
E-learning is part of distance education launched since the forties of the nineteenth century. It requires theories from which education methods can be derived and to chart the correct path to education without randomness. It is a useful scientific method for clarifying ideas and drawing boundaries for educational agents and training them easily. Holmberg (1985) made clear that theoretical considerations and standards contribute significantly to giving educators confidence in their decisions regarding this education. E-learning is a real part of distance education and completely different from traditional education. If they share the goals, they differ in tools and continuity. This is what proves the necessity of using online education and communication technology to continue the educational process during periods of crises, wars, disasters, and epidemics. Therefore, Holmberg (1985) considered distance education and its parts a separate education field.
In order to clarify the general theme of the paper about e-learning that has become more popular in the post-Covid-19 era, some theories related to e-learning have been shed light on. Theory of independent study, theory of interaction and communication, theory of social learning, and theory of connectivism are directly related to the subject of the study, so we decided to include these theories in the research for a deeper understanding of the topic presented here.

Theory of independent study
Based on Charles Wedemeyer's point of view, the essence of this theory is the independence of the learner and the adoption of modern technology as a way to employ this independence. He believes that the key to distance education's success is to develop the relationship between the learner and the teacher. Wedemeyer also believes that old concepts of education have been employed and have failed. It is why Wedemeyer has identified four elements for any educational situation: teacher, learner, communication system, something that should be taught or learned, and he suggests reorganizing these elements to accommodate spatial distancing and allow more freedom for the learner (Wedemeyer, 1981)

Theory of interaction and communication
Borje Holmberg introduced this theory in 1995 and called it "the Didactic Conversation." Holmberg has noticed that the theory has an explanatory value in linking teaching effectiveness to the influence of feelings of belonging and cooperation. He made seven basic assumptions on which his theory is based: The focus of teaching revolves around the interaction between the two extremes of teaching and learning, emotional involvement in a study, the feelings of personal relationships between the two ends of education and learning contribute to increasing the enjoyment of learning, the enjoyment of learning contributes to increasing the motivation of the learner, the strong motivation of the learner facilitates learning, dealing easily and smoothly with the educational material, which contributes to increasing the enjoyment of learning, and the effectiveness of teaching according to the opinions of the learners after they learn through these systems (Holmberg, 1995).

Theory of social learning
The first who talked about social learning theory was Gabriel Tarde . This theory is based on a general principle that is researching the individual's behaviour within social situations. The connection of behaviour with knowledge and the individual's motivation is strongly influenced by the context of the social situation in which it occurs, considering that the behaviour occurs in an environment full of meanings through interaction with others. In his book Social Learning and Clinical Psychology (1954), Julian Rutter suggested that behaviour effect plays a role in pushing a person to take action against his behaviour. People are alienated from negative consequences while they desire positivity (Kattami, 2005). Downes (2005) stated that this theory emerged to keep pace with the current era and is critical because of the limits set by previous theories. Connectivism is learning by using communication networks. Downes specified that knowledge is present in communication networks. Therefore, learning is through the ability to traverse these networks. One of the essential features that distinguish it is that it focuses on the person's individuality (Downes, 2005). Ivan Illich (1971) presented his educational vision and philosophy in his book "Deschooling Society." He believes that the school in all societies is a danger to these societies (Illich, 1971). He said that in a new society, it should not ask the question: "What should someone learn?" However, it is to go with the question, "What kinds of things and people would learners want to communicate to learn?" He criticized the ideas that say that education and school are equal and that the school is only the source of education and ideas. He asserts that it is a community institution, which means ignoring everything learned outside the school fence and that education should not be imprisoned within the school walls. Education is everywhere, and education is not permissible to monopolize in school because it will result in a stereotyping of learning and class problems in society. He also said that technology should be used to develop education based on three purposes: easy access, sharing of others' experiences, providing opportunities for others so that learning is self and cooperative in an informal and flexible arrangement. .

Why a society without schools?
The Saudi thinker Ibrahim Al-Blaihi says in his book "Destruction of the basics of creativity": It is not strange that the most distinguished are tired of the suffocating school atmosphere and abandon formal education from its early stages, as is the case with Isaac Newton, John Stewart, Mel, Bernard Shaw, Addison, Henry James, and Hemingway. Moravia, Herbert Reed, Charlie Chaplin, Tolstoy, André Gide, Anatole France, Rousseau, and others, in this way, save themselves from boredom and school boredom. They also save their talents from early confusion and escape from total programming that corrupts minds and emotions, so they empty themselves and invest time, effort, and interest in acquiring the knowledge they feel they need. They empty their energies in their automatic self-concerns, so they search for convincing answers to their questions. They care about what prepares them for a free and mature life after their abilities escaped from educational stereotyping. As thinker Paul Salmon says: When I review all the trivialities that I learned in school, I wonder how I still can think?
Will Durant talked in his vast book (The Story of Civilization 1975) about the aversion of creative people to educational compulsion, saying: "Voltaire was a keen-minded person since childhood, but he hated formal study. Voltaire says of himself that he learned nothing but folly and trivialities in school. His distinction is an individual distinction as opposed to forced education. The famous philosopher Adam Smith stated that he had learned little from the University of Oxford, and he does not feel that he owes much to it. Like all pioneers and innovators, he made his glory by abandoning education and launching into the creative horizons that are the individual daring product to storm the unknown.
It seems that whoever reads the life of creative people in all fields will notice their aversion to collective thinking and forced educational indoctrination because it contradicts man's spontaneous nature. It also educates on dependency, destroys the imagination, ignores individual differences, impedes the free launch, and assassinates the unbridled individual tendency, which is the path of uniqueness, creativity, and achievement.

Methodology
The study sample consisted of 125 Palestinian undergraduate students from two different Asia regions: 63 students studying in the Republic of China and 62 Palestinian students studying in different universities in the Arabian Gulf countries. The study took place during the academic year of the pandemic in 2020, from the end of February 2020 to the end of August 2020. Concerning the research instruments, a survey was designed based on the literature to incorporate 47 items 1 distributed into four axes for SWOT analysis (strength, weakness, opportunities, threats). To check its validity, the instrument was presented to professors and experts in some Palestinian universities and Central China Normal University in China to check. The questionnaire was distributed to the study sample online via social media platforms: Facebook and Twitter. After collecting the data, all analyses were conducted using Social Sciences (SPSS) software version 25. Continuous variables were reported as mean values and standard deviations, while categorical variables were presented as frequency and percentage.
The Correlation is statistically significant at the significance level a = 0.05. Thus, all fields of the questionnaire are considered accurate to what they were measured. For all areas of the questionnaire, the coefficient was found to be 0.927; hence, the questionnaire reliability was confirmed.
The value of the modified correlation coefficient (Spearman-Brown) is acceptable and statistically significant. The researcher chose the degree (1) for the response with a very low degree, so the relative weight. In this case, it is 20% proportional to the response with a very low degree.
The arithmetic average is calculated, and the trend is determined according to the weighted average values as in the following scores: (1 to 1.79) very low; (1.80 to 2.59) low; (2.60 to 3.39) medium; (3.40 to 4.19) high; and (4.20 to 5.0) very high. Table 1 shows that 42.3% had more than three years, 30.9% had less than two years, and 26.8% spent two to three years in a bachelor's degree. The study also includes 53 % specialized in the humanities, and 47 % study natural sciences majors.

The effect of e-learning and traditional learning on students' achievements during the COVID-19 pandemic
A one-way ANOVA was used to see if there were statistically significant differences between the averages of the study sample based on the years of education variable. Table 2 shows the effect of e-learning and traditional learning on students' achievements during the COVID-19 pandemic elearning on traditional learning and e-learning estimates years of university education Table 3 demonstrated that the value of (Sig) for the analysis of variance is greater than the level of significance (a = 0.05) in all cases. Thus, it can be concluded that there are no statistically significant differences between the averages of the study sample estimates of the variable years of education for the bachelor's degree for each field of study.

The effect of e-learning and traditional learning on students' achievements during the COVID-19 pandemic e-learning on traditional learning and e-learning based on scientific specialization
The T-test was used in the case of the two independent samples to find out if there were statistically significant differences between the averages of the study sample estimates according to the different specialization of the college for all fields of study. Table 4 shows that the probability value (Sig) corresponding to the t-test is greater than the level of significance (a = 0.05) in all cases. Thus, it can be concluded that there are no statistically significant differences between the study sample and average scores of the sample members concerning the effect of e-learning method on students achievement compared to the traditional learning method in the COVID-19 pandemic due to demographic variables (university and scientific specialization). According to the study, this is because male and female students have similar educational and living circumstances, which causes their estimations to be near, especially during times of crises. The administrative and technical labor of all students has also remained constant. It is relatively stable, and the administrative performance did not differ between e-learning and traditional education. The student's role in e-learning in the COVID-19 pandemic is not much different from traditional education as a recipient and participant according to the session manager in the classroom. The student's academic load in e-learning does not differ much from traditional education. The system of tests and the method of testing students and examining their mental abilities in each educational course does not differ between e-learning and traditional education, it differs only in the monitoring system, and students cooperate among themselves to train on e-learning tools and transfer expertise.

The effect of e-learning and traditional learning on students' satisfaction during the COVID-19 pandemic
One-way ANOVA was used to see if there were statistically significant differences between the averages of the study sample estimates to the student's satisfaction variable from (teaching staff style, educational programs provided, and quality) Table 5 shows that the value of (Sig) corresponding to the test for the analysis of variance is greater than the level of significance (a = 0.05) in all cases. It can be concluded that there are no statistically significant differences between the averages of the study sample estimates for the e-learning method compared to the traditional learning method due to the student's satisfaction variable (teaching staff style, educational programs provided, quality), and the researcher attributes that to, the availability of the infrastructure for e-learning and its adoption before the COVID-19 crisis In many Countries, and also the teacher's role and the teaching method in the virtual classroom did not differ from traditional education from the students' point of view, and the teacher's teaching tools in    e-learning did not differ from traditional education, as many teachers used the blackboard to explain, and the duration of the semester did not differ between e-learning and traditional education.

Discussion
This study investigated the effect of e-learning and traditional learning on students' achievements and satisfaction during the COVID-19 pandemic to determine if the COVID-19 is the first step for creating a society without a school. After examining the opinions and perceptions of students regarding e-learning in quarantine as a practical approach to stop the spread of the effect of the COVID-19 on education, and the effect of e-learning compared to traditional education on student achievement and satisfaction, the researchers concluded that creation of a society without schools is possible. Thus, this study determines what was proposed by the thinker Ivan Illich in his book "Deschooling Society" in 1970, the impotence of traditional education in the face of disasters and crises, and the success of e-learning in the continuation of the educational process.
The study was conducted with 125 Palestinian students in China and the Gulf states, through an online survey. The findings revealed that the failure of the traditional educational institution in the COVID-19 pandemic leads the society to be without schools, which caused the establishment of a new culture and values. It also demonstrated the superiority of e-learning in managing the crisis and continuing education during the pandemic so that e-learning is an alternative to traditional education and keeps pace with development. This result agrees with the results of the Yulia' study (2020) which concludes the necessity to adopting Online learning to prevent the spread of pandemic COVID-19 Virus in Indonesia, where there is a high speed of the impact of the COVID-19 epidemic on the education system. The present study is also similar to the study of Basilaia and Kvavadze (2020), which shows the need for the transition to Online Education in Schools during a SARS-CoV-2 COVID-19 (COVID-19) Pandemic in Georgia.
It was presented in the current study that there are no statistically significant differences between e-learning and traditional education about student achievement concerning demographic variables (university years and scientific specialization). This finding confirms the results of the studies of Mailizar (2020), Chiu-Lan (2020), Kapasia et al. (2020), and Alshehri (2020). The previous studies also agreed with the current study that there are no statistically significant differences between e-learning and traditional education for the variable of student satisfaction (the style of the faculty, the educational programs provided, and the quality). However, the current study differs from the study of Kapasia et al. (2020) in which students' dissatisfaction with e-learning is highlighted since students in India have enormous challenges in infrastructure and societal poverty, and problems due to the weakness of the Internet. E-learning is a two-sided coin, as it was a useful method during the era of Covid-19 and other times of emergency, so e-learning cannot be dispensed with because it will accompany future generations and will be the most common style of teaching, but the total reliance on e-learning results in negative consequences for physical, psychological and societal health. The human being is a social being, while e-learning imposes an imaginary social reality that does not fully fit with the human structure. Some extracurricular activities that require F2F interaction will be absent during e-learning, and some disciplines such as medicine will not find a wide space through e-learning, which will negatively affect society in the end.
This study suggests the necessity of adopting e-learning as a new educational system that has proven its effectiveness in times of crises and disasters, delving into research to address all obstacles facing this education, training educational staff and developing their abilities to deal with virtual education, establishing creative ideas, and developing technology for education. Additionally, it is recommended to implement electronic design techniques that meet students' curiosity, allow them to choose the teacher and the educational method appropriate to their mental abilities, and make their tendencies a basis for learning. The study also recommends the adoption of hybrid education between e-learning and F2F education, which may create a healthy and psychological balance for students and fit with the requirements of the modern century (globalization).

Conclusion
The current study found that COVID-19 was the first step in implementing a society without schools and proved the credibility of Illich's vision when the school and the traditional university failed to serve students as an educational institution that has an important role within the community due to quarantine and social distancing. This provided the opportunity in front of online education to be an education that keeps pace with scientific development and technological progress and works to continue the educational process in front of all crises. This education fits and develops students' abilities and tendencies, and contributes to increasing students' educational attainment if planning is done in integrated scientific ways, and this is what the current study proved after the students' opinions were investigated. It became clear through the results also that there are no statistically significant differences between the e-learning and traditional learning in educational attainment and students' satisfaction. The final goal of traditional education or e-learning is to teach and study regardless of the means and method. This study does not deny that traditional education is feasible, but indicates that e-learning will be the prevailing trend in the coming days due to the ease of communication and the modern mechanisms applied in this education style that contributes positively to the educational process.

Limitation of study
The current study has some limitations which are: the difficulty of having a face to face communication with the sample, the teaching staff, and universities administration in obtaining a permit to apply the questionnaire due to quarantine and social distancing, lack of commitment and prompt responses from all individuals in answering the questionnaire through the Internet.