Abstract
The pandemic period in education brought many challenges to all organizations. The activities of the higher educational institutions are being affected and the situation can last for a longer time. Under these circumstances, it is important to shift to online learning and improve educational processes through all organizational levels. The organizations had to assure appropriate distance or remote learning process by identifying their opportunities, meeting challenges, and identifying the sustainable quality factors for remote or distance learning. This study aimed to map and test the factors that influence online learning success in the pandemic situation in higher education in one of the European Union countries, Lithuania. Factors analyzed and presented in the paper are the quality of institutions and services, infrastructure and system quality, quality of courses and information, and online learning environment. Data were collected through surveys by distributing questionnaires and interviews. Authors are providing the main criteria for successful education based on administrative positions and design makers of the educational organizations. The article summarizes the interviews of 15 respondents from the three Lithuanian higher education institutions and how their informants met changes, opportunities, and identified quality factors addressed to the successful learning and teaching process during a pandemic period.
Highlights
Introduction and BackgroundDistance teaching is not considered to be a novelty, but educational institutions still face many challenges regarding their organization and implementation
How does this proposed variety of different tools and environments affect a student who has to connect to as many different systems as there are lectures on that day? Can the safety of students online be guaranteed if they are registering in systems and resources that are not state-controlled and that may not guarantee the security of their data? What are the opportunities and quality factors of online education? What changes are required in educational institutions?
Our research is focused on three main key factors identified in education and raised in the pandemic period, i.e., (1) required key changes for organizations and learning processes, (2) opportunities existing in each organization to ensure a successful study process and
Summary
Introduction and BackgroundDistance teaching is not considered to be a novelty, but educational institutions still face many challenges regarding their organization and implementation. Academics play a significant role as facilitators of online learning. Due to a sudden pandemic and shift to online learning, many academics did not have adequate time to adjust to the new teaching platforms [1,2]. Education has globally transformed and moved to online due to the pandemic; it is unknown whether this transformation produces more positive teaching and learning outcomes than negative issues. How does this proposed variety of different tools and environments affect a student who has to connect to as many different systems as there are lectures on that day? Can the safety of students online be guaranteed if they are registering in systems and resources that are not state-controlled and that may not guarantee the security of their data? How does this proposed variety of different tools and environments affect a student who has to connect to as many different systems as there are lectures on that day? Can the safety of students online be guaranteed if they are registering in systems and resources that are not state-controlled and that may not guarantee the security of their data? What are the opportunities and quality factors of online education? What changes are required in educational institutions?
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