Distance Learning’s Effect on Some Educational Institutes on

Other Countries
Abstract
Many schools offer distance learning (DE) courses and programs to meet the diverse
educational needs of students and to meet technological advances. Some higher
education institutions (IHE) that do not offer DE find it difficult to navigate the steps
required to offer such courses and programs. By investigating students' perceptions,
attitudes, and willingness to experience DE, we can provide guidance and
recommendations to IHE considering expanding the use of the DE format. The survey
was distributed to students in Portugal, United Arab Emirates and Ukraine. The results
of this pilot survey show that in all three countries, students' primary concerns about the
program are time management, motivation, and English skills. The students were a little
worried, but many said they were interested in taking the DE course. Six
recommendations are provided based on student responses and literature
interpretations to assist institutions wishing to provide DE as part of their educational
strategy.

Introduction
The World Wide Web makes information access and distribution of educational content
accessible to most of the world's population and helps move distance learning to the
digital age. DE is becoming commonplace in many universities around the world (Allen
& Seaman, 2017). Nevertheless, there are still many universities that do not offer this
opportunity because it is not part of their organizational culture. As DE becomes more
prevalent, countries and institutions of higher education (IHE) that do not offer DE
courses should consider this option to maintain and expand their student population.
(Keegan, 1994; Nakamura, 2017).
To develop such a program, it is useful to accept students to take such online courses
and determine if they are ready to do so. This study addresses student awareness and
interest in DE. In addition, IHE provides a comparative analysis across three countries
that do not offer a wide range of products in DE. The results of this study provide several
strategies to encourage and support students in taking DE courses.

Methodology
The goal of this pilot study is to examine the perceptions of DE undergraduates and
their willingness to enroll in this type of course. This survey focuses on three countries
that do not offer an extensive DE certification program. By comparing three countries
with similar DE profiles, you can find useful similarities and differences that are
relevant. If IHEs in these countries determine or have the conditions for transition to
DE, the results of this study may help adapt this format to specific circumstances and
student needs. This result may also help IHE plan strategies for offering online courses
to current and future students and attract future students who would otherwise not be
able to enroll in available face-to-face courses.
Research questions
1. Have undergraduate students taken online courses before?
2. What is the perception of distance education among graduate students?
3. Why do undergraduate and/or graduates not enroll/enroll in distance education
courses?
4. How do undergraduates prepare before taking a distance learning course?
5. How many undergraduates are acceptable to enroll in distance learning courses?
6. What type of distance education are graduate students interested in?
Setting
The survey was conducted at IHE in three countries (Portugal, Ukraine and United Arab
Emirates). A description of the sociological and technical uses of each country provides
the background for this study.
:ocated on the western edge of the European continent, Portugal has a population of just
over 10 million (Instituto Nacional de Estatistica, 2019). According to data collected by
Instituto Nacional de Estatistica in 2019, nearly 81% of Portuguese households had
access to the internet at home. According to the Portuguese National Institute of
Statistics (2019), the adult population uses the Internet at about 76%. Within this
population, those who attend or complete secondary and higher education have higher
Internet usage (98%) (Instituto Nacional de Estatistica, 2019).
The most used devices to access the Internet are smartphones and laptops. For
computer tasks, the most frequent tasks are copying and moving files and folders, and
transferring files from your computer to other devices (PORDATA-Base
deDadosPortugalContemporâneo, 2017).
Eighty percent of Internet users use social networks, which is higher than the European
Union (EU) average. Mobile Internet access (outside home or work, on portable devices)
is 84%, maintaining a strong growth trend (Instituto Nacional de Estatistica, 2019).
Ukraine, for example, is one of the post-Soviet countries located in Eastern Europe,
seeking to integrate into the economic and political structure of the European Union.
The country's current population is 42 million. Despite the low incomes of many
Ukrainians, modern technology equipment is widespread among the population. The
State Statistics Service of Ukraine (2019) reported that there were 26 million Internet
subscribers in the country at the beginning of 2019. However, Ukrainians do not yet
have a high level of digital literacy. According to the Ministry of Digital Transformation
of Ukraine (CMU Secretariat Communications Department, 2019), about 38% of
Ukrainians between the ages of 18 and 70 have low computer literacy skills, and 15.1% of
citizens don’t have computer skills. According to the survey conducted by the Ministry of
Digital Transformation of Ukraine (Cabinet of Ministers of Ukraine, 2019), 27.5% of
Ukrainian households have a tablet and 30.6% have a smartphone, 26.4% have two
smartphones, 16.5% have three intelligences. phones and 10.8% have four or more
smartphones. As for laptops, 42.7% Ukrainian families have a laptop and 45.6% have a
desktop computer (The Cabinet of Ministers of Ukraine, 2019).
The data from the ministry did not indicate if families have multiple devices, however
the data shows that technological devices are widespread. And the United Arab Emirates
(UAE) is a country located in the Persian Gulf that borders with Oman and Saudi
Arabia. With a population of 9.77 million, the United Arab Emirates is one of the
wealthiest countries in the world based on per capita gross domestic product (GDP). The
resident population is made up of 11.5% Emiratis, and the remaining residents are
expatriates from countries such as India, Pakistan, the Philippines and Egypt (Global
Media Insight, 2020). When it comes to using technology, 91% of residents use the
mobile internet and more than 98% of households have access to the internet (Knoema,
2018). Mobile devices such as smartphones are primarily used to access the Internet at
home or at work (Federal Competitiveness and Statistics Authority, 2017).
The most frequent Internet activities in 2017 were sending and receiving emails (61%),
posting information or instant messaging (55%), getting information about products or
services (45%), online newspapers, magazines, etc. Or browsing or downloading e-books
(45%). 41% do telephone via internet / VOIP (33%). Downloading movies, images and
music, watching TV and video, watching radio and music are also frequent activities of
27% of Internet users, such as Internet banking (25%), purchase or ordering of goods or
services (22%). These three countries were selected based on the location of the
researchers, so expedient samples were provided, but they also lack DE products.
Data collection
Researchers have developed an online survey that includes 10 closed questions about
undergraduate awareness and acceptability for enrollment in DE courses. Artsy,
Jenkins, Sorenstein, and Walker (2010) compare traditional methods (ie face-to-face,
paper, pencil) with web-based research. The latter is more effective at collecting data
from many participants. I found out that there is. Questions designed by researchers
were informed by their experience / practice and in-depth literature review. This survey
was created to answer the survey questions that guided this survey. The choice of
answers to multiple-choice questions was based on DE-related questions and concerns.
Student responses were collected towards the end of the first semester of the 2018/19
semester.
Results

Fifty-five of the 73 Portuguese students surveyed responded, and 98 of the 108 UAE
students responded. The survey was sent to 102 Ukrainian students and 70 responded.
Below are participants' answers to questions about age, gender, and level of trust using
computers and the Internet.
Students’ age range was from 17 to 50 years old. Most students’ age ranges were between
17 and 29 years. Survey responses indicated that 7% of the students in the UAE were
male and 93% female, in the Ukraine 43% were male and 57% female and in Portugal
9% male, and 91% female.
Participants from the three European countries can be used to investigate trends and
determine differences and similarities in perceptions of DE. The students were enrolled
in courses in various content disciplines, but all were undergraduates, almost all were
under the age of 30, and most students were confident in using computers and the
Internet. These demographic similarities provided a relatively cohesive group for this
study, while allowing cross-country comparisons.
There were various questions about students' attitudes and experiences towards DE.
Two questions were asked to determine the participants' experience with DE.
The data indicates that out of 223 students who responded to the survey, a total of 63
students have taken DE courses. Half of the Ukraine students, about one quarter of the
UAE students and only 5% of students in the group from Portugal had taken DE courses.
Discussion
According to data, nearly 100% of UAE residents use the Internet at home or on their
mobile devices (Knoema, 2018). In contrast, Portugal and Ukraine have a lower
percentage of individuals using the Internet (Infographics, 2019). The use of the
Internet in each country does not seem to have significantly influenced UAE students'
views on DE.
The perspectives of DE students differed among the participants in the three countries.
Portuguese and Ukrainian students rated DE higher than students in the United Arab
Emirates. Half of Ukrainian students have DE experience that can explain their
preferred habits. In contrast, in Portugal, it had only a small percentage of my students
in terms of experience. However, this does not seem to have negatively influenced their
attitude towards DE. The interest level and engagement with new technologies by
Portuguese students may help explain the favorable perception the participants had
toward DE. A study found that 90% of Portuguese students use new technologies and
69% of them use new technologies more than an hour and a half a day. Based on three
European studie stated that Portuugese students “appear at the forefront of those who
best master information and communication technologies (ICT).” (para.1) Another
factor influencing respondents might be that currently, and for the first time, the
Portuguese government has passed a law that will regulate DE in the country. This new
law will open the possibility for other IHEs to provide DE courses that lead to a degree.
Ukrainian students reported a high level of confidence in operating technological
devices. The reason for this may be, in part, because of state educational requirements.
Since the end of the 1990s, all Ukrainian students in secondary schools have at least one
computer course as a mandatory element of their curriculum. This course covers a wide
range of issues, which vary from information society theory to applied aspects of
computer usage. Among the seven learning goals of this course three address digital
literacy (Ministry of Education and Science of Ukraine, 2017). Ukrainian students who
responded to the survey have taken computer courses for at least 5 years.
In the UAE, most DE courses and programs are not accredited by the Ministry of
Education (United Arab Emirates Ministry of Education, 2016), which may account for
UAE students lack of experience and their inability to judge this type of instruction.
It is worth analyzing the reasons why students enrolled or would enroll in DE courses.
The reasons for taking DE courses, such as time management issues, are supported by
studies concerning self-regulation and higher retention rates (Bradley, Browne, &
Kelley, 2017; Peck, Stefaniak, & Shah, 2018). Students’ interest in having more control
of their study time is also mentioned as one of the primary benefits of DE (Alahmari,
2017; Lei & Gupta, 2010). Regarding the reasons for not enrolling in DE courses,
participants from the three countries mentioned difficulty contacting instructors and
peers. Also, more than half of the students in Portugal and the UAE indicated they
preferred face-to-face classes. Most students have spent their entire academic lives in
traditional classes where interaction and immediate feedback from instructors and
peers are more common. These concerns may be why students perceive they would lose
a familiar type of interaction and have to engage with classroom participants in a new
and different way (Carver & Kosloski Jr., 2015; Morris & Clark, 2018; Robinson
Hullinger, 2008; Summers, Waigandt, & Whittaker, 2005). It should be noted that the
Portuguese and UAE students were enrolled in teacher education programs and are
training to be face-to-face teachers. They may not understand the potential of DE format
and are not preparing or expecting to use DE in their professional careers.
Difficulty being motivated was another reason chosen by the participants of the three
countries to not enroll in DE courses. The lack of experience in this type of educational
format may help explain student lack of confidence with their ability to study and stay
on task. This response contrasts with the reasons reported for enrolling in DE courses
such as controlling their study time. On one hand, participants like the prospect of
having the ability to manage their own time. On the other hand, they are concerned they
may lack the discipline they need to be successful.
Although the literature indicates that access to technology, isolation and expense are
reasons frequently cited as preventing students from enrolling in DE courses (Lei &
Gupta, 2010; Venter, 2003; Zuhairi et al., 2006), these reasons were selected by a very
small percentage of the participants of this study. Access and affordability of technology
has rapidly increased over the last decade which may help explain this inconsistency.
Students may understand that DE courses are now less expensive than traditional
university courses (Piletic, 2018) and they do not cite this as a reason for not enrolling.
Relatively few students indicated they would feel isolated. Since this generation is in
constant communication using technology (Diário de Notícias, 2011) they may not
associate DE learning with isolation. However, it is interesting to note that there was a
greater concern for interacting with instructors and peers than isolation.
Regarding the preparation required to take the DE course, technical concerns were less
of a problem for participants in all three countries than skills and behaviors. Most
participants' responses focused on student skills such as computer, English, and time
management. Actions such as learning planning, setting learning goals and objectives,
and motivation were also mentioned. About one-third of the participants recognized the
need for better English skills, and no one used English as their mother tongue. English-
speaking countries dominate DE, making English the most commonly used language for
online learning (Sadykova & Dautermann, 2009). When it comes to time management,
half of Ukrainian students expressed the need for improvement, in contrast to about
one-third of participants from other countries. The difference in answers may be
because Ukrainian students are more introspective or other students are more
disciplined.
Both DE and face-to-face courses have task and evaluation deadlines, but in face-to-face
courses students meet in person with their instructors who may support their work and
put pressure on them. The lack of direct contact may explain that participants feel they
need to improve these skills when taking DE courses). Students expressed concern
about lacking certain skills and taking certain actions that would hesitate to enroll in the
DE course. The need for help and preparation is part of the concerns raised by the
participants. The recognized needs may explain the student's anxiety about taking the
DE course. To facilitate this type of instruction, IHE can address student concerns
(Mahlangu, 2018). The open schedule and the blended learning course were the two
preferred formats mentioned by the participants. The open schedule may be the most
popular because it has more freedom than other types of courses. Blended learning
offers some of the familiar face-to-face instruction and DE conveniences. This may be
the reason why participants are interested in this model.
Studies on the use of MOOCs have been conducted in all three countries, showing that
researchers at these locations recognize that this course format is a potential concern for
local students. Ukrainian students chose far more MOOCs than students from other
countries. The reason for this may be that these students are more knowledgeable about
MOOCs. This is because this type of course is usually free or offered by a prestigious
IHE. However, this survey does not ask why students were interested in MOOCs or
other types of DE courses.

Conclusion and recommendations

There are good prospects for further development of DE courses and programs at IHE in
countries such as Portugal, United Arab Emirates and Ukraine. Students' major
concerns about taking DE courses were similar among the three countries. However,
this did not completely diminish participants' interest in taking online courses,
especially for Ukrainian students.
Based on this study, there are some obstacles that can be addressed to support the
expansion of DE in the three countries surveyed and others. The following
recommendations may help IHE promote DE.
Recommendations for preparation within IHEs
The IHEs may take proactive steps to prepare for the DI offering, but one-size-fits-all
models are not suitable for all countries and IHE. Each institution should develop its
own plan to meet the needs of students and teachers. Data from this pilot study and the
literature suggest that the following steps can be taken:
• Through a survey, assess whether you are ready to take a DE course and ask
students to talk to a counselor.
• Offers pre-DE courses to build skills and behaviors based on student concerns.
• Train your instructor to develop and deliver DE courses that help you overcome
obstacles such as motivation and time management.
• Offer courses in a mixed learning format to familiarize students with online
learning that may provide a transition model.
Source Used:
https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-020-
00194-2