Pandemic-Induced Qualitative Changes in the Process of University Studies from the Perspective of University Authorities

Abstract

The pandemic COVID-19 period in education has brought many challenges to all organizations. The activities of the higher educational institutions are being affected and the situation may last for a long time. Under the current circumstances, it is important to shift to distance learning through online processes and improve educational processes at all organizational levels. Institutions have to ensure successful distance or remote learning process by identifying their opportunities, meeting challenges, and establishing the sustainable quality factors for remote or distance learning. This study aimed at identifying the pandemic-induced qualitative changes in studies that have occurred at the levels of university authorities, lecturers, and students. Universities of Lithuania were taken as a case study. The novelty of the research lies in the fact that the focus of analysis is not on the negative effects of the pandemic observed in higher education studies but on finding positive qualitative changes that are also of importance to future studies. Phenomenographic qualitative research strategy was chosen in the research and 15 in-depth semi-structured interviews with experts in university studies were conducted. Seven categories were distinguished during the research representing qualitative changes in studies at three levels—authorities, lecturers, and students. The discussed levels seemed to have a mutual effect on each other. The external motivation of leaders and the support and establishment of work and online study conditions encouraged both external and internal qualitative changes in studies from the perspective of lecturers as well as students.

Educación 4.0. Una mirada sobre la educación superior actual para enfrentar el futuro

“…Sin embargo, lo que sí que se ha podido observar es que la reciente crisis sanitaria, los escenarios de virtualización forzada y de educación virtual y el estrés derivado de la incertidumbre por la pandemia, son factores de riesgo que pueden derivar en una progresiva desvinculación del alumno con los estudios cursados y en el planteamiento de abandono. Por lo tanto, son múltiples los aprendizajes obtenidos y que merece la pena considerar en escenarios futuros que puedan ser similares (Navickiene et al, 2021).…”

Evaluation of the Emergency Remote Teaching from Different Perspectives: Student, Faculty Member and Educational Managers’ Opinions

“…Özdoğan and Berkant (2020) evaluated remote teaching activities within both the Ministry of National Education and the YÖK and included the opinions of Provincial Directorate of National Education officials, educational managers, teachers, school psychological counselors, faculty members, students and parents. Navickiene et al (2021) aimed to determine the qualitative changes in remote teaching due to the pandemic and evaluated the problems arising in terms of educational managers, faculty members and students by conducting semistructured interviews with 15 people including rectors, deans and department chairs.…”