Models for Administration to Ensure the Successful Transition to Distance Learning during the Pandemic

Vacius Jusas, Rita Butkiene, Algimantas Venčkauskas, Renata Burbaite, Daina Gudoniene, Šarūnas Grigaliūnas and Diana Andone
Additional contact information
Vacius Jusas: Faculty of Informatics, Kaunas University of Technology, 44249 Kaunas, Lithuania
Rita Butkiene: Faculty of Informatics, Kaunas University of Technology, 44249 Kaunas, Lithuania
Algimantas Venčkauskas: Faculty of Informatics, Kaunas University of Technology, 44249 Kaunas, Lithuania
Renata Burbaite: Faculty of Informatics, Kaunas University of Technology, 44249 Kaunas, Lithuania
Daina Gudoniene: Faculty of Informatics, Kaunas University of Technology, 44249 Kaunas, Lithuania
Šarūnas Grigaliūnas: Faculty of Informatics, Kaunas University of Technology, 44249 Kaunas, Lithuania
Diana Andone: E-Learning Center, Politehnica University Timișoara, 300006 Timișoara, Romania

Sustainability, 2021, vol. 13, issue 9, 1-22

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.

Keywords: distance learning; instructional design; model; pandemic; cybersecurity (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

Downloads: (external link)
https://www.mdpi.com/2071-1050/13/9/4751/pdf (application/pdf)
https://www.mdpi.com/2071-1050/13/9/4751/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:13:y:2021:i:9:p:4751-:d:542082

Access Statistics for this article

Sustainability is currently edited by Ms. Alexandra Wu

More articles in Sustainability from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().