Digital and Technological Support of Distance Learning at Universities under COVID-19 (Case of Ukraine)

Authors

  • Hlib Polianovskyi Ph.D Student, Taras Shevchenko National University of Kyiv, Kyiv, Ukraine
  • Tetiana Zatonatska Professor, Dr. Sc. (Economics), Taras Shevchenko National University of Kyiv, Kyiv, Ukraine
  • Oleksandr Dluhopolskyi Professor, Dr. Sc. (Economics), West Ukrainian National University, Ternopil, Ukraine
  • Ihor Liutyi Professor, Dr. Sc. (Economics), Taras Shevchenko National University of Kyiv, Kyiv, Ukraine

DOI:

https://doi.org/10.18662/rrem/13.4/500

Keywords:

Distance Learning, Higher Education Sector, Digital Tools, COVID-19

Abstract

The crisis of COVID-19 and the lockdowns announced in all countries of the world in early 2020 affected all people and areas of the economy, including education. In this regard, universities around the world were quickly forced to transform the educational process into a distance format. Thus, the article analyses the advantages and disadvantages of distance learning and teaching for students, as well as the peculiarities of the response of universities to actual challenge. The article presents the results of scientific-theoretical and applied research on the problem of providing distance learning at a high-quality level. The authors used the case of Taras Shevchenko National University of Kyiv, which was one of the first in Ukraine in 2020 to introduce a powerful distance educational platform “KNU Online”. The scientific novelty of the study is that the authors analysed the current state of higher education in a pandemic and made a forecast of possible changes in the market of educational services using ICT. In addition, in the period of turbulence, the processes are analysed, when free economic zones are actively inclined to find innovative ways to increase their own level of competition and provide educational services on quality and continuous basis. It is proposed to use the case “KNU Online” as a good practice to obtain all the necessary range of educational services in the most accessible and convenient way.

References

Al-Samarrai, S., Gangwar, M., & Gala, P. (2020). The Impact of the COVID-19 Pandemic on Education Financing. World Bank, Washington, DC. http://hdl.handle.net/10986/33739

Bailey, T., Jeong, D. W., & Cho, S. W. (2010). Referral, enrollment, and completion in developmental education sequences in community colleges. Economics of Education Review, 29, 255-270. https://ccrc.tc.columbia.edu/publications/referral-enrollment-completion-developmental-education.html

Bambara, C. S., Harbour, C. P., Davies, T. G., & Athey, S. (2009). Delicate engagement: The lived experience of community college students enrolled in high-risk online courses. Community College Review, 36(3), 219-238.

Bettinger, E. P., Fox, L., Loeb, S., & Taylor, E. S. (2017). Virtual classrooms: How online college courses affect student success. American Economic Review, 107(9), 2855-2875. https://doi.org/10.1257/aer.20151193

Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T .I. (2014). Interactive learning online at public universities: Evidence from a six-campus randomized trial. Journal of Policy Analysis and Management, 33(1), 94-111. https://doi.org/10.1002/pam.21728

Boyko, M., Turko, O., Dluhopolskyi, O., & Henceruk, H. (2021). The quality of training future teachers during the COVID-19 pandemic: a case from TNPU. Education Sciences, Vol.11(11), 660. https://doi.org/10.3390/educsci11110660

California Community Colleges (2017). Distance education report California Community Colleges Chancellor’s Office. http://californiacommunitycolleges.cccco.edu

Cavus, N., Uzunboylu, H., & Ibrahim, D. (2007). Assessing the success rate of students using a learning management system together with a collaborative tool in web-based teaching of programming languages. Journal of Educational Computing Research, 36(3), 301-321. https://doi.org/10.2190/T728-G676-4N18-6871

Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., Magni, P.A., Lam, S. (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 1-20. https://doi.org/10.37074/jalt.2020.3.1.7

Daymont, T., Blau, G., & Campbell, D. (2011). Deciding between traditional and online formats: Exploring the role of learning advantages, flexibility, and compensatory adaptation. Journal of Behavioral and Applied Management, 12(2), 156-175.

Digital University (2021). https://view.genial.ly/5ecb71829330ad0d7cd6f2e5/presentation-cifrovij-universitet

European Commission (2015). The European Higher Education Area in 2015. Bologna Process Implementation Report. Publications Office of the European Union. https://eacea.ec.europa.eu/national-policies/eurydice/content/european-higher-education-area-2015-bologna-process-implementation-report_en

European Commission (2018). The European Higher Education Area in 2018. Bologna Process Implementation Report. Publications Office of the European Union. https://eacea.ec.europa.eu/national-policies/eurydice/content/european-higher-education-area-2018-bologna-process-implementation-report_en

European Students’ Union (ESU) (2020). Student life during the COVID-19 pandemic: Europe wide insights. Ehea.info. http://www.ehea.info/Upload/BFUG_HR_UA_71_8_1_Survey_results.pdf

European University Association (EUA) & partners (2020, June 19). Survey on “Digitally enhanced learning” - preliminary results. Ehea.info. http://www.ehea.info/Upload/BFUG_HR_UA_71_8_2_Survey_results.pdf

Figlio, D., Rush, M., & Yin, L. (2013). Is it live or is it the internet? Experimental estimates of the effects of online instruction on student learning. Journal of Labor Economics, 31(4), 763-784. https://doi.org/10.3386/w16089

Gaebel, M., & Zhang, T. (2018). Trends 2018 Learning and Teaching in the European Higher Education Area. European University Association, Brussels.

Hammond, T., Watson, K., Brumbelow, K., Fields, S., Shryock, K., Chamberland, J.-F., Barroso, L., de Moranda, M., Johnson, M., Alexander, G., Childs, M.D., Ray, S., White, L., Cherian, J., Dunn, A., & Herbert, B. (2020). A survey to measure the effects of forced transition to 100% online learning on community sharing, feelings of social isolation, equity, resilience, and learning content during the COVID-19 pandemic. Engineering Education Faculty Technical Report, Texas A&M University.

Hart, C.M., Friedmann, E., & Hill, M. (2018). Online course-taking and student outcomes in California community colleges. Education Finance and Policy, 13(1), 42-71. https://eric.ed.gov/?id=EJ1165329

Henderikx, P., & Jansen, D. (2018). The Changing Pedagogical Landscape. In search of patterns in policies and practices of new modes of teaching and learning. EADTU, Maastricht.

Hill, P. (2019). LMS Market Won’t Grow, Continuing To Be Dominated By The Big Four. Market Report. https://iblnews.org/the-lms-market-doesnt-grow-and-continues-to-be-dominated-by-the-big-four

Hodges, C., Moor, S., Lockee, B., Trust, T., & Bond, A. (2020, March 27). The difference between emergency remote teaching and online learning. Educause Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

IIEP-UNESCO (2020). What price will education pay for COVID-19? International Institute for Educational Planning website. http://www.iiep.unesco.org/en/what-price-will-education-pay-covid-19-13366

Jaggars, S. S. (2014). Choosing between online and face-to-face courses: Community college student voices. American Journal of Distance Education, 28(1), 27-38. https://eric.ed.gov/?id=EJ1024552

Jaggars, S. S., & Bailey, T. (2010). Effectiveness of fully online courses for college students: Response to a department of education meta-analysis. Community College Research Center, Columbia University. https://ccrc.tc.columbia.edu/publications/effectiveness-fully-online-courses.html

Johnson, H. P., & Mejia, M. C. (2014). Online learning and student outcomes in California’s community colleges. Working Paper “Public Policy of the Institute of California”. https://www.ppic.org/wp-content/uploads/R_514HJR.pdf

Johnson, N., Veletsianos, G., & Seaman, J. (2020). US Faculty and Administrators' Experiences and Approaches in the Early Weeks of the COVID-19 Pandemic. Online Learning, 24(2), 6-21. https://eric.ed.gov/?id=EJ1260365

Klapkiv, Y., & Dluhopolska, T. (2020). Changes in the Tertiary Education System in Pandemic Times: Comparison of Ukrainian and Polish Universities. Revista Romaneasca pentru Educatie Multidimensionala,12(1Sup2), 86-91. https://doi.org/10.18662/rrem/12.1sup2/250

KNU Education Online (n.d.). Presentation of the distance learning platform “KNU Education Online”. KNU Education Online. http://www.univ.kiev.ua/news/11090

Liuta, O., Lyeonov, S., Aryukhov, A., Sushko-Bezdenezhnykh, M., & Dluhopolskyi, O. (2021). Students’ survey as a tool for quality assurance in higher education: the case of Ukrainian university. Naukovyi Visnyk Natsionalnoho Hirnychoho Universytetu, Vol.4, 158-164. https://doi.org/10.33271/nvngu/2021-4/158

Majowicz, S. E. (2020). What might the future bring? COVID-19 planning considerations for faculty and universities. Epidemiology & Infection, 148, E92. https://doi.org/10.1017/S0950268820000898

Market Report. (2020). Education Technology Market Size Report 2020-2027. Grand View Research. https://www.grandviewresearch.com/industry-analysis/education-technology-market

Means, B., Toyama, Y., Murphy, R., Bakia, M., Jones, K., Center for Technology in Learning. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. U.S. Department of Education. https://www2.ed.gov/rschstat/eval/tech/evidence based practices/finalreport.pdf

Mentzer, G., Cryan, J., & Teclehaimanot, B. (2007). Two peas in a pod? A comparison of face-to-face and web-based classrooms. Journal of Technology and Teacher Education, 15(2), 233-246. https://eric.ed.gov/?id=EJ754641

Niculina, N. (2020). Online learning during the pandemic: Where does Japan stand? Euromentor Journal, 11(2), 7-24. https://euromentor.ucdc.ro/EUROMENTOR%20June%2025%2006%202020.pdf

OECD. (2013). What is the Impact of the Economic Crisis on Public Education Spending?. Education Indicators in Focus, 18. OECD Publishing. https://doi.org/10.1787/5jzbb2sprz20-en

OECD. (2020a). Learning remotely when schools close: How well are students and schools prepared? Insights from PISA. OECD Publishing.

OECD. (2020b). OECD Economic Outlook. OECD Publishing. https://www.oecd.org/economic-outlook/

OECD. (2020c). Education at a Glance. OECD Indicators. OECD Publishing. https://www.oecd.org/education/education-at-a-glance

OECD. (2020d, September 24). Strengthening online learning when schools are closed: The role of families and teachers in supporting students during the COVID-19 crisis. OECD Policy Response to Coronavirus. OECD Publishing. https://www.oecd.org/coronavirus/policy-responses/strengthening-online-learning-when-schools-are-closed-the-role-of-families-and-teachers-in-supporting-students-during-the-covid-19-crisis-c4ecba6c

Oleksiv, I., Kharchuk, V., Shulyar, R., & Dluhopolskyi, O. (2021). Quality of student support at IT educational programmes: case of Lviv Polytechnic National University. 11th International Conference on Advanced Computer Information Technologies (September 15-17, 2021). Deggendorf, Germany, 270-275. https://doi.org/10.1109/ACIT52158.2021.9548648

Peterson, C. L., & Bond, N. (2004). Online compared to face-to-face teacher preparation for learning standards-based planning skills. Journal of Research on Technology in Education, 36(4), 345-360. https://doi.org/10.1080/15391523.2004.10782419

Platje, J., Harvey, J., & Rayman-Bacchus, L. (2020). COVID-19–reflections on the surprise of both an expected and unexpected event. The Central European Review of Economics and Management, 4(1), 149-162. https://doi.org/10.29015/cerem.874

Polianovskyi , H., Zatonatska, T., & Liutyi, I. (2019). Utilization of Information Technologies in Higher Education. 2019 IEEE International Conference on Advanced Trends in Information Theory, (pp. 349-354). IEEE. https://doi.org/10.1109/ATIT49449.2019.9030449

Schleicher, A. (2020). The impact of COVID-19 on education – Insights from Education at a Glance 2020. OECD Publishing.

Stukalo, N., & Dluhopolskyi, O. (2020). Educational programs accreditation in pandemic times: challenges for NAQA (Ukraine). Revista Romaneasca pentru Educatie Multidimensionala,12(1Sup2), 167-172. https://doi.org/10.18662/rrem/12.1sup2/260

UNESCO (2020). COVID-19 Educational disruption and response. UNESCO. https://en.unesco.org/themes/education-emergencies/coronavirus-school-closures

Xu, D., & Jaggars, S.S. (2011). Online and hybrid course enrollment and performance in Washington State Community and Technical Colleges. Working Paper, 31. https://ccrc.tc.columbia.edu/publications/online-hybrid-courses-washington.html

Xu, D., & Xu, Y. (2020). The Ambivalence About Distance Learning in Higher Education: Challenges, Opportunities, and Policy Implications. In L. Perna (Ed.), Higher Education: Handbook of Theory and Research. Higher Education: Handbook of Theory and Research, vol 35 (pp. 351-401). Springer, Cham. https://doi.org/10.1007/978-3-030-31365-4_10

Zatonatska, T., Wołowiec, T., & Anisimova, O. (2020). Distance learning: models and prospects. Educational analytics of Ukraine, 1(8), 88-103. https://doi.org/10.32987/2617-8532-2020-1-88-103

Downloads

Published

2021-12-14

How to Cite

Polianovskyi, H., Zatonatska, T., Dluhopolskyi, O., & Liutyi, I. (2021). Digital and Technological Support of Distance Learning at Universities under COVID-19 (Case of Ukraine). Revista Romaneasca Pentru Educatie Multidimensionala, 13(4), 595-613. https://doi.org/10.18662/rrem/13.4/500

Publish your work at the Scientific Publishing House LUMEN

It easy with us: publish now your work, novel, research, proceeding at Lumen Scientific Publishing House

Send your manuscript right now