International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

Frequency: 12

line decor
  
line decor

 Volume 9, Issue 10 (October 2022), Pages: 66-73

----------------------------------------------

 Original Research Paper

 The social responsibility of distance higher education in the COVID-19 pandemic

 Author(s): Valeriia Shcherbak 1, Liudmyla Ganushchak-Yefimenko 1, Olena Nifatova 1, Pavlo Dudko 1, Oleksii Baula 1, Oleksii Volianyk 1, Valentуna Yatsenko 2, Petro Kutsyk 3, *

 Affiliation(s):

 1Department of Entrepreneurship and Business, Kyiv National University of Technologies and Design, Kyiv, Ukraine
 2Department of History and Socio-Economic Disciplines, Municipal Establishment "Kharkiv Humanitarian-Pedagogical Academy" of the Kharkiv Regional Council, Kharkiv, Ukraine
 3Rector, Lviv University of Economic and Trade, Lviv, Ukraine

  Full Text - PDF          XML

 * Corresponding Author. 

  Corresponding author's ORCID profile: https://orcid.org/0000-0001-5795-9704

 Digital Object Identifier: 

 https://doi.org/10.21833/ijaas.2022.10.009

 Abstract:

The purpose of this paper is to determine the actual and ultimate necessary level of social responsibility of distance higher education in the context of the COVID-19 pandemic. The article presents a model for assessing the effectiveness of teaching and social responsibility of distance higher education in the context of the COVID-19 pandemic. This model, unlike the existing ones, takes into account organizational and technological, economic, and socio-pedagogical factors. The degree of influence of the presented factors was revealed using factor analysis. Based on the taxonomic method and cluster analysis, clusters of universities were obtained by the level of teaching effectiveness and social responsibility of distance higher education in the context of the COVID-19 pandemic. The initial data included online reporting of 50 higher education institutions from the Top 200 Ukraine rating for 2020; the results of a survey of teachers and students on the Google Forms platform. The proposed model, unlike the existing ones, makes it possible to adjust the components of distance learning at universities, to develop a system of measures to increase the level of social responsibility of distance learning in the context of the COVID-19 pandemic.

 © 2022 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords: COVID-19, Distance education, Responsibility

 Article History: Received 11 February 2022, Received in revised form 3 May 2022, Accepted 26 June 2022

 Acknowledgment 

No Acknowledgment.

 Compliance with ethical standards

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Shcherbak V, Ganushchak-Yefimenko L, and Nifatova O et al. (2022). The social responsibility of distance higher education in the COVID-19 pandemic. International Journal of Advanced and Applied Sciences, 9(10): 66-73

 Permanent Link to this page

 Figures

 Fig. 1 Fig. 2 Fig. 3

 Tables

 Table 1 Table 2 Table 3

----------------------------------------------    

 References (18)

  1. Abou El-Seoud MS, Taj-Eddin IA, Seddiek N, El-Khouly MM, and Nosseir A (2014). E-learning and students' motivation: A research study on the effect of e-learning on higher education. International Journal of Emerging Technologies in Learning, 9(4): 20-26. https://doi.org/10.3991/ijet.v9i4.3465   [Google Scholar]
  2. Adnan M and 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   [Google Scholar]
  3. Ahmed F, Ahmed NE, Pissarides C, and Stiglitz J (2020). Why inequality could spread COVID-19. Lancet Public Health, 5(5): 240-265. https://doi.org/10.1016/S2468-2667(20)30085-2   [Google Scholar]
  4. Ali W (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   [Google Scholar]
  5. Anser MK, Khan MA, Zaman K, Nassani AA, Askar SE, Abro MMQ, and Kabbani A (2021). Financial development during COVID-19 pandemic: The role of coronavirus testing and functional labs. Financial Innovation, 7: 9. https://doi.org/10.1186/s40854-021-00226-4   [Google Scholar] PMid:35024271 PMCid:PMC7845578
  6. Beaudoin M (2016). Issues in distance education: A primer for higher education decision makers. New Directions for Higher Education, 2016(173): 9-19. https://doi.org/10.1002/he.20175   [Google Scholar]
  7. Clark T (1993). Attitudes of higher education faculty toward distance education: A national survey. American Journal of Distance Education, 7(2): 19-33. https://doi.org/10.1080/08923649309526820   [Google Scholar]
  8. Coman C, Țîru LG, Meseșan-Schmitz L, Stanciu C, and Bularca MC (2020). Online teaching and learning in higher education during the coronavirus pandemic: Students’ perspective. Sustainability, 12(24): 10367. https://doi.org/10.3390/su122410367   [Google Scholar]
  9. Dhawan S (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1): 5-22. https://doi.org/10.1177/0047239520934018   [Google Scholar] PMCid:PMC7308790
  10. Ganushchak-Efimenko L, Shcherbak V, and Nifatova О (2018). Assessing the effects of socially responsible strategic partnerships on building brand equity of integrated business structures in Ukraine. Oeconomia Copernicana, 9(4): 715-730. https://doi.org/10.24136/oc.2018.035   [Google Scholar]
  11. Ibn-Mohammed T, Mustapha KB, Godsell J, Adamu Z, Babatunde KA, Akintade DD, and Koh SCL (2021). A critical analysis of the impacts of COVID-19 on the global economy and ecosystems and opportunities for circular economy strategies. Resources, Conservation and Recycling, 164: 105169. https://doi.org/10.1016/j.resconrec.2020.105169   [Google Scholar] PMid:32982059 PMCid:PMC7505605
  12. Inciso AAC (2021). Higher education during COVID-19 pandemic: Distance education and online learning. International Journal of Research Publications, 70(1): 1-6. https://doi.org/10.47119/IJRP100701220211746   [Google Scholar]
  13. Jiang P, Klemeš JJ, Fan YV, Fu X, and Bee YM (2021). More is not enough: A deeper understanding of the COVID-19 impacts on healthcare, energy and environment is crucial. International Journal of Environmental Research and Public Health, 18(2): 684. https://doi.org/10.3390/ijerph18020684   [Google Scholar] PMid:33466940 PMCid:PMC7830940
  14. Karabag SF (2019). Factors impacting firm failure and technological development: A study of three emerging-economy firms. Journal of Business Research, 98: 462-474. https://doi.org/10.1016/j.jbusres.2018.03.008   [Google Scholar]
  15. Lebrón JL (2020). UNESCO. In: David ME and Amey MJ (Eds.), The SAGE encyclopedia of higher education: 1603-1606. SAGE Publications, Thousand Oaks, USA.   [Google Scholar]
  16. Li R, Pei S, Chen B, Song Y, Zhang T, Yang W, and Shaman J (2020). Substantial undocumented infection facilitates the rapid dissemination of novel coronavirus (SARS-CoV-2). Science, 368(6490): 489-493. https://doi.org/10.1126/science.abb3221   [Google Scholar] PMid:32179701 PMCid:PMC7164387
  17. Popa D, Repanovici A, Lupu D, Norel M, and Coman C (2020). Using mixed methods to understand teaching and learning in COVID 19 times. Sustainability, 12(20): 8726-8746. https://doi.org/10.3390/su12208726   [Google Scholar]
  18. Shcherbak VG, Gryshchenko I, Ganushchak-Yefimenko L, Nifatova O, Tkachuk V, Kostiuk T, and Hotra V (2021). Using a sharing-platform to prevent a new outbreak of COVID-19 pandemic in rural areas. Global Journal of Environmental Science and Management, 7(2): 155-170. https://doi.org/10.22034/gjesm.2021.02.01   [Google Scholar]