Abstract
Lack of guidelines for implementing distance learning, lack of infrastructure, lack of competencies, and security-related problems were the challenges met during the pandemic. These challenges firstly fall on the administration of a higher education institution. To assist in solving the challenges of the pandemic for the administration of a higher education institution, the paper presents several models for the organization of the processes of distance learning. These models are as follows: a conceptual model of distance learning, a model of strategic planning of distance learning, a model of the assessment before the start of distance learning, a model of the preparation for distance learning, and a model of the process of distance learning and remote work. Student profile, lecturer profile, organizational environment, assessment, and planning of the infrastructure of information and communication technology (ICT), assessment and planning of the virtual learning environment, and assessment of distance learning competencies of participants of the study process are also considered. The developed models are based on five main processes of instructional design, i.e., analysis, design, development, implementation, and evaluation. The models provide guidelines for the administration of higher education institutions on the preparation and delivery of distance learning during the pandemic. The models were validated by 10 experts from different higher education institutions. The feasibility of the data collection instrument was determined by Cronbach’s alpha coefficient that is above 0.9.
Highlights
Schools and higher education institutions meet a lot of challenges during a pandemic.Some of these challenges can be enumerated as follows: lack of time for transition to distance learning; a need to update infrastructure, techniques and software; repositories for the increased number of resources
The models must define the context in which the higher education institution operates; The models must define the concept of organization and execution of distance learning and remote work; The models must specify the activities related to the organization of distance learning, which are the responsibility of the institution’s administration; The models must specify the activities that are related to the organization of distance learning, for which the lecturer is responsible; The steps and concepts of the model of distance learning and the execution of processes must be clearly defined and understood by the institution’s administration and lecturers
The proposed models are intended for higher education institutions whose lecturers had to adapt their teaching activities to the pandemic situation, to integrate distance learning elements into their subject and to apply new methods for knowledge assessment of the students
Summary
Schools and higher education institutions meet a lot of challenges during a pandemic. Some of these challenges can be enumerated as follows: lack of time for transition to distance learning; a need to update infrastructure, techniques and software; repositories for the increased number of resources. The pandemic came very suddenly, and institutions did not have enough time to properly prepare for the transition and that raised problems related to (1) the establishment of practical and laboratory works, knowledge testing, and evaluation using distance learning (DL) technologies, (2) massive participation forecasting, (3) system load, (4) cybersecurity and (5) data protection issues.
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