The Quality of Distance Studies: Second-Cycle Students’ Position

Vincentas Lamanauskas 1 * , Rita Makarskaitė-Petkevičienė 1
More Detail
1 Vilnius University, Vilnius, LITHUANIA
* Corresponding Author
Online Journal of Communication and Media Technologies, Volume 12, Issue 4, Article No: e202236. https://doi.org/10.30935/ojcmt/12469
OPEN ACCESS   1148 Views   703 Downloads   Published online: 18 Sep 2022
Download Full Text (PDF)

ABSTRACT

The impact of the COVID-19 pandemic on the education system is still not fully known, however there are many studies examining the impact of the introduced quarantine restrictions on the circumstances and quality of students’ studies. Universities faced enormous and multifaceted challenges to organise studies during the pandemic period. During the pandemic, new distance teaching/learning platforms were introduced, and more opportunities for distance communication appeared. There is no doubt that COVID-19 has become one of the accelerators of change in the field of information technology accessibility. However, in such conditions, the issues of the quality of university studies become even more relevant.
An empirical qualitative study was conducted, the purpose of which was to analyse the position of second-cycle university students on the issue of study quality. 64 master’s students in the field of social sciences from four Lithuanian universities participated in the study conducted in November-December 2021. The verbal data collected were analysed using quantitative content analysis.
It was established that the second-cycle university study students evaluate basically positively the quality of online learning. The effective realisation of the study process improves the quality of these studies, while the essential worsening factors are psychophysiological and technical disturbances. The pandemic caused also certain transformations in university studies, created the conditions for a wider application of distance studies, and revealed more opportunities to use electronic resources for teaching and study purposes. Although distance master’s studies have become a novelty and a challenge to a certain extent, this has also highlighted the need for new teaching/learning methods and forms. In addition, successful and smooth continuity of the study process is only possible if there is sufficient flexibility of the participants in the university study process.
Keywords: distance education, quantitative content analysis, qualitative research, master students

CITATION

Lamanauskas, V., & Makarskaitė-Petkevičienė, R. (2022). The Quality of Distance Studies: Second-Cycle Students’ Position. Online Journal of Communication and Media Technologies, 12(4), e202236. https://doi.org/10.30935/ojcmt/12469

REFERENCES

  • Adnan, M., & Anwar, K. (2020). Online learning amid the COVID-19 pandemic: Students’ perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 45-51. https://doi.org/10.33902/JPSP.2020261309
  • Aristeidou, M., & Cross, S. (2021). Disrupted distance learning: The impact of COVID-19 on study habits of distance learning university students. Open Learning: The Journal of Open, Distance and E-Learning, 36(3), 263-282. https://doi.org/10.1080/02680513.2021.1973400
  • Ayebi-Arthur, K. (2017). E-learning, resilience, and change in higher education: Helping a university cope after a natural disaster. E-Learning and Digital Media, 14(5), 259-274. https://doi.org/10.1177/2042753017751712
  • Azlan, C. A., Wong, J. H. D., Tan, L. K., Huri, M. S. N. A., Ung, N. M., Pallath, V., Tan, C. P. L., Yeong, C. H., & Ng, K. H. (2020). Teaching and learning of postgraduate medical physics using Internet-based e-learning during the COVID-19 pandemic–A case study from Malaysia. Physica Medica [Medical Physics], 80, 10-16. https://doi.org/10.1016/j.ejmp.2020.10.002
  • Bakonis, E. (2020). Nuotolinis mokymas ar mokymo organizavimas nuotoliniu būdu? [Distance teaching or distance teaching organization?] Švietimo Problemos Analizė [Analysis of the Education Problem], 8(186), 1-8. https://www.nsa.smm.lt/wp-content/uploads/2020/12/Nuotolinis-mokymas.pdf
  • Bengtsson, M. (2016). How to plan and perform a qualitative study using content analysis. NursingPlus Open, 2, 8-14. https://doi.org/10.1016/j.npls.2016.01.001
  • Cejas Martinez, M. F., Navarro Cejas, M., Venegas Alvarez, G. S., Proano Rodriguez, C. E., & Mendoza Velazco, D. J. (2021). Student perceptions of Ecuadorian virtual platforms during the COVID-19 pandemic. Problems of Education in the 21st Century, 79(2), 241-254. https://doi.org/10.33225/pec/21.79.241
  • Chen, T., & Lucock, M. (2022). The mental health of university students during the COVID-19 pandemic: An online survey in the UK. PLoS ONE, 17(1), e0262562. https://doi.org/10.1371/journal.pone.0262562
  • Čiegis, R., Šimanskienė, L., & Ramanauskas, J. (2022). Nuotolinės studijos ar nuotolinės paskaitos? Paskaitos auditorijoje ar nuotolinės paskaitos? [Distance studies or distance lectures? In the auditorium or distance lectures?] Regional Formation and Development Studies, 1(36), 114-120. https://doi.org/10.15181/rfds.v36i1.2393
  • Dagys, J. (2020). Universitetų raidos tendencijos: Vadybos ir COVID-19 pandemijos [Trends in university development: Management and the COVID-19 pandemic]. Problemos [Problems], 98, 107-112. https://doi.org/10.15388/Problemos.98.9
  • Devi Prasad, B. (2019). Qualitative content analysis: Why is it still a path less taken? Forum Qualitative Sozialforschung [Forum Qualitative Social Research], 20(3). https://doi.org/10.17169/fqs-20.3.3392
  • Eller, A. M., De Araujo, B. F. V. B., & De Araujo, D. A. V. B. (2016). Balancing work, study and home: A research with master’s students in a Brazilian university. Mackenzie Management Magazine, 17(3), 60-84. https://doi.org/10.1590/1678-69712016/administracao.v17n3p60-83
  • Fathoni, A., & Retnawati, H. (2021). Challenges and strategies of postgraduate students in online learning during the COVID-19 pandemic. Jurnal Prima Edukasia [Prima Edukasia Journal], 9(2), 233-247. https://doi.org/10.21831/jpe.v9i2.37393
  • Gonçalves, S. P., Sousa, M. J., & Pereira, F. S. (2020). Distance learning perceptions from higher education students–The case of Portugal. Education Sciences, 10(12), 374. https://doi.org/10.3390/educsci10120374
  • Gopal, R., Singh, V., & Aggarwal, A. (2021). Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID-19. Education and Information Technologies, 26, 6923-6947. https://doi.org/10.1007/s10639-021-10523-1
  • Huxley, K. (2020). Content analysis, quantitative. In P. Atkinson, S. Delamont, A. Cernat, J. W. Sakshaug, & R. A. Williams (Eds.), SAGE research methods foundations. SAGE. https://doi.org/10.4135/9781526421036880
  • 564Jiménez-Bucarey, C., Acevedo-Duque, Á., Müller-Pérez, S., Aguilar-Gallardo, L., Mora-Moscoso, M., & Vargas, E. C. (2021). Student’s satisfaction of the quality of online learning in higher education: An empirical study. Sustainability, 13, 11960. https://doi.org/10.3390/su132111960
  • Katemba, C. V. (2020). Teachers’ perceptions in implementing technologies in language teaching and learning in Indonesia. Acuity: Journal of English Language Pedagogy, Literature and Culture, 5(2), 123-136. https://doi.org/10.35974/acuity.v5i2.2299
  • Lamanauskas, V., & Makarskaitė-Petkevičienė, R. (2021a). Distance lectures in university studies: Peculiarities of regular and distance study process. In J. Szada-Borzyszkowska, & E. Jakubowska (Eds.), Różnorodność w edukacji dorosłych XXI wieku [Diversity in adult education of the 21st century] (pp. 11-25). Instytut Kultury Regionalnej i Badań Literackich im. Franciszka Karpińskiego [Institute of Regional Culture and Literary Research Franciszek Karpiński]. https://epublications.vu.lt/object/elaba:113982588/
  • Lamanauskas, V., & Makarskaitė-Petkevičienė, R. (2021b). Distance lectures in university studies: Advantages, disadvantages, improvement. Contemporary Educational Technology, 13(3), ep309. https://doi.org/10.30935/cedtech/10887
  • Lamanauskas, V., Gorghiu, G., Santi, E. A., & Pribeanu, C. (2022). Satisfaction with the online education during the pandemic: A comparison between Romanian and Lithuanian master students. In M. Turčáni, Z. Balogh, M. Munk, M. Magdin, L. Benko, & J. Francisti (Eds.), Proceedings of the DIVAI 2022–14th International Scientific Conference on Distance Learning in Applied Informatics (pp. 237-248). Wolters Kluwer. https://doi.org/10.18662/rrem/14.3/616
  • Lune, H., & Berg, B. L. (2017). Qualitative research methods for the social science. Pearson.
  • Manuel, A. A. M., Buque, D., & Quive, R. (2021). Students’ perceptions on distance education: A case study in Mozambique. Problems of Education in the 21st Century, 79(2), 229-240. https://doi.org/10.33225/pec/21.79.229
  • Marković Krstić, S., & Milošević Radulović, L. (2021). Evaluating distance education in Serbia during the COVID-19 pandemic. Problems of Education in the 21st Century, 79(3), 467-484. https://doi.org/10.33225/pec/21.79.467
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. SAGE.
  • Miyazoe, T. (2008). Quality in distance education: A macro-analysis of recent trends and issues. International Journal for Education Media and Technology, 2(1), 15-26. https://jaems.jp/contents/icomej/vol2/IJEMT2.15-26.pdf
  • Morkevičius, V. (2005). Terra incognita: Kiekybinė viešosios politikos diskurso turinio analizė [Terra incognita: Content analysis of public policy discourse]. Viešoji Politika ir Administravimas [Public Policy and Administration], 11, 74-85. https://vpa.ktu.lt/index.php/PPA/article/view/27140
  • Morse, J. M. (1994). Designing funded qualitative research. In N. K. Denizin, & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 220-235). SAGE.
  • Nausėda, E., Purauskas, D., & Parišauskienė, D. (2021). Nuotolinių studijų iššūkiai KVK VF logistikos vadybos studijų programos studentų požiūriu [Challenges of distance studies from the point of view of students of KVK VF logistics management study program]. https://vb.kvk.lt/object/elaba:100931194/100931194.pdf
  • Neuendorf, K. A. (2002). The content analysis guidebook. SAGE.
  • Ozer, U. (2022). Evaluation of distance education process in sports higher education. Problems of Education in the 21st Century, 80(1), 195-212. https://doi.org/10.33225/pec/22.80.195
  • Parsad, B., Lewis, L., & Tice, P. (2008). Distance education at degree-granting postsecondary institutions: 2006-2007. National Center for Education Statistics, Institute of Education Sciences. https://nces.ed.gov/pubs2009/2009044.pdf
  • Patton, M. (1990). Qualitative evaluation and research methods. SAGE.
  • Rahiem, M. D. H. (2020). Technological barriers and challenges in the use of ICT during the COVID-19 emergency remote learning. Universal Journal of Educational Research, 8(11B), 6124-6133. https://doi.org/10.13189/ujer.2020.082248
  • Rahmat, N. H., Sukimin, I. S., Sim, M. S., Anuar, M., & Mohandas, E. S. (2021). Online learning motivation and satisfaction: A case study of undergraduates vs postgraduates. International Journal of Asian Social Science, 11(2), 88-97. https://doi.org/10.18488/journal.1.2021.112.88.97
  • Rizun, M., & Strzelecki, A. (2020). Students’ acceptance of the COVID-19 impact on shifting higher education to distance learning in Poland. International Journal of Environmental Research and Public Health, 17(18), 6468. https://doi.org/10.3390/ijerph17186468
  • Rutkauskienė, D. (2010). E. mokymasis Lietuvoje. Prielaidos ir iniciatyvos. Nuo didaktikos e.didaktikos link [E-learning in Lithuania. Assumptions and initiatives. From didactics to e-didactics]. Technologija [Technology].
  • Safdar, G., Rauf, A., Ullah, R., & Ur Rehman, A. (2020). Exploring factors leading to quality online learning in the era of COVID-19: A correlation model study. Universal Journal of Educational Research, 8(12A), 7324-7329. https://doi.org/10.13189/ujer.2020.082515
  • Samašonok, K., & Žonych, A. (2020). Nuotolinės studijos: Neišvengiamybė, iššūkiai ir tobulinimo galimybės [Distance study: Inevitability, challenges, and opportunities for improvement]. Mokslas ir Edukaciniai Procesai [Science & Processes of Education], 2, 23-35.
  • Seladorai, D., & Mohamed, M. (2021). Digital learning among postgraduate students in the times of COVID-19: A literature review. Creative Education, 12, 1494-1502. https://doi.org/10.4236/ce.2021.127114
  • Sherry, A. C. (2003). Quality and its measurement in distance education. In M. G. Moore, & W. G. Anderson (Eds.), Handbook of distance education (pp. 435-459). Lawrence Erlbaum Associates.
  • Slatkevičienė, G., & Vanagas, P. (2001). Veiklos kompleksinio vertinimo sistema: Sudarymo teorija ir metodika [Complex evaluation system of activity: Formation theory and methods]. Technologija [Technology].
  • Strukčinskaitė, V., Strukčinskienė, B., Strazdienė, N., & Griškonis, S. (2021). Universiteto studentų gyvensenos ypatumai pandemijos metu: Darbo kompiuteriu aplinka ir fizinis aktyvumas [University students’ lifestyle during pandemic: Focus on computer-based work and physical activity]. Sveikatos Mokslai [Health Sciences in Eastern Europe], 31(6), 14-18. https://doi.org/10.35988/sm-hs.2021.195
  • Sun, L., Tang, Y., & Zuo, W. (2020). Coronavirus boosts online education. Nature Materials, 19, 687. https://doi.org/10.1038/s41563-020-0678-8
  • Wahab, A. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher Education Studies, 10(3), 16-25. https://doi.org/10.5539/hes.v10n3p16
  • Waterhouse, P., Samra, R., & Lucassen, M. (2022). Distance education students’ satisfaction: Do work and family roles matter? Distance Education, 43(1), 56-77. https://doi.org/10.1080/01587919.2021.2020622
  • Yang, L. H. (2021). Online learning experiences of Irish university students during the COVID-19 pandemic. All Ireland Journal of Higher Education, 13(1), 1-22. https://ojs.aishe.org/index.php/aishe-j/article/view/499