Transition of Universities to Distance Mode During the Pandemic: Problems and Possible Risks

The aim of the work is to analyze key problems and risks that have arisen in connection with the transfer of universities to distance educational activities during the introduction of strict restrictions related to the coronavirus pandemic. Among the main objectives of the study – identification of problems in the field of educational inequality, quality of education, the complexity of the educational process and cost of educational services as well as research experience of Plekhanov Russian University of Economics, as one of the leading Russian universities, to overcome these problems in the period of the pandemic.

Materials and methods. The analysis used data from sociological studies about attitude of university students and lecturers to distance learning conducted by expert organizations during the pandemic, analytical and informational materials of universities and bibliographic sources. Secondary analysis and interpretation of the results of sociological surveys, systematization and classification of theoretical and factual materials were used, analysis of management practices and experience of universities in the conditions of extreme transition to remote mode, including in comparison with foreign universities.

Results. The study identified the key problems faced by the university community during the transition to distance work, among which are the growth of educational inequality, the dependence of the quality of education not only on the capabilities of educational institutions, but also on the competencies and technical capabilities of students and lecturers; increased academic load on both students and lecturers; possible quality reduction due to the spread of online education; the rising cost of education.

The response of state authorities to the new “challenges” of the pandemic was timely: the regulatory framework was brought into line with modern conditions, the format of holding operational meetings of working groups with representatives of the university community was introduced and free access to a variety of domestic online courses was opened.

Actions of Plekhanov Russian University of Economics to overcome threats during the pandemic, such as the revision of norms of time for calculating academic load, providing temporary use of laptops, webcams, organization of unlimited access to the largest electronic platforms for online learning, carrying out activities for administrative and teaching staff on issues of distance work, developing temporary local acts, organization of “Hot line” allowed to go into distance mode.

Conclusion. Higher education institutions have passed a serious test for the strength and effectiveness of their work. Some countries, such as Brazil and a number of developing countries, have not been able to fully overcome the effects of the pandemic and switch to distance operation. The activities of the Ministry of Science and Higher Education and the University Community of the Russian Federation have demonstrated high efficiency and cohesion.

Distance education will not completely replace classical full-time education. The future development of the higher education system will be influenced by two multidirectional trends of support and rejection of the full distance learning format. However, the coronavirus pandemic has shown the possible effectiveness of converting part of the learning to digital format, which will make learning more flexible, personalized and effective in the future.

1. Andreyev A.A. Distance learning and distance educational technologies. Otkrytoye obrazovaniye = Open education. 2013; 5(100): 40-46. (In Russ.)

2. Maliataki V.V., Kirichek K.A., Vendina A.A. Distance educational technologies as a modern means of implementing active and interactive teaching methods in organizing students’ independent work. Otkrytoye obrazovaniye = Open Education. 2020; 24(3): 56-66. (In Russ.)

3. Analiticheskiy doklad Uroki «Stress-testa»: vuzy v usloviyakh pandemii i posle neye» = Analytical report Lessons of the «Stress test»: universities in a pandemic and after it « [Internet]. Available from: https://www.hse.ru/data/2020/07/06/1595281277/003_%D0%94%D0%BE%D0%BA%D0%BB%D0%B0%D0%B4.pdf. (cited 09.10.2020). (In Russ.)

4. Gafurov I.R., Ibragimov G.I., Kalimullin A.M., Alishev T.B. Transformation of education in higher education during a pandemic: pain points. Vyssheye obrazovaniye v Rossii = Higher education in Russia. 2020; 10: 101-112. (In Russ.)

5. Al’tbakh F. Dzh., Khans de Vit. I Information technology in the context of COVID-19: a turning point? Mezhdunarodnoye vyssheye obrazovaniye = International Higher Education. 2020; 103: 6-8. Moscow: NRU HSE. (In Russ.)

6. Ol’khovaya T.A., Poyarkova Ye.V. New practices of engineering education in the context of distance learning. Vyssheye obrazovaniye v Rossii = Higher education in Russia. 2020; 29; 8/9: 142-154. (In Russ.)

7. Aleshkovskiy I.A., Gasparishvili A.T., Krukhmaleva O.V. et al. Students of Russian universities on distance learning: assessment and opportunities. Vyssheye obrazovaniye v Rossii = Higher education in Russia. 2020; 10: 76-91. (In Russ.)

8. Lutfullayev G.U., Lutfullayev U.L., Kobilova SH. SH., Ne»matov U.S. Distance Learning Experience in the COVID-19 Pandemic [Internet]. Problemy pedagogiki = Problems of Pedagogy. 2020; 4(49). Available from: https://cyberleninka.ru/article/n/opyt-distantsionnogo-obucheniya-v-usloviyah-pandemii-covid-19. (cited 09.10.2020). (In Russ.)

9. Malikov A.V., Potapova I.I., Gavrilyuk Ye.S. Adaptation of the teaching staff of universities to the challenges of the digital economy. Kreativnaya ekonomika = Creative Economy. 2020; 14; 6: 1011-1020. (In Russ.)

10. Federal’nyy zakon ot 29.12.2012 N 273-FZ (red. ot 08.06.2020) «Ob obrazovanii v Rossiyskoy Federatsii» (s izm. i dop., vstup. v silu s 01.07.2020).«Rossiyskaya gazeta», N 303, 31.12.2012 = Federal Law of December 29, 2012 N 273-FZ (as amended on June 8, 2020) «On Education in the Russian Federation» (as amended and supplemented, entered into force on July 1, 2020). «Rossiyskaya Gazeta», N 303, 31.12.2012. (In Russ.)

11. Chepurenko A. Vynuzhdennaya distantsiya: kakim budet obshchestvo posle pandemii = Forced distance: what will society be like after a pandemic [Internet]. Available from: https://www.rbc.ru/ opinions/society/01/04/2020/5e8306e79a79473434a103da. (cited 04.09.2020). (In Russ.)

12. Savitskaya N. Posle pandemii vyssheye obrazovaniye uzhe ne budet prezhnim = After a pandemic, higher education will no longer be the same [Internet]. Available from: https://ng-ru.turbopages.org/h/ng.ru/education/2020-03-25/8_7826_education1.html. (cited 04.09.2020). (In Russ.)

13. Regiony Rossii. Sotsial’no-ekonomicheskiye pokazateli 2019. Statisticheskiy sbornik = Regions of Russia. Socio-economic indicators 2019. Statistical collection. Moscow: Rosstat; 2019. 970 p. (In Russ.)

14. Dzh. Marinoni, Khillig’ye van’t L. Impact of COVID-19 on world higher education. Mezhdunarodnoye vyssheye obrazovaniye = International higher education. 2020; 102: 8-9. Moscow: NRU HSE. (In Russ.)

15. Prepodavateli rossiyskikh vuzov o razvitii onlayn-sredy v usloviyakh pandemii = Teachers of Russian universities on the development of the online environment in a pandemic [Internet]. Available from: https://www.ranepa.ru/documents/2020_14-116_May.pdf. (cited 04.09.2020). (In Russ.)

16. Vypuskniki shkol i studenty vyskazali mneniye o distantsionnom obrazovanii = School graduates and students expressed their opinion about distance education [Internet]. Available from: https://wciom.ru/index.php?id=236&uid=10304. (cited 04.09.2020). (In Russ.)

17. Analiticheskiy tsentr NAFI. 2020. Sistema obrazovaniya okazalas’ ne gotova k perekhodu na distantsionnoye obucheniye v usloviyakh pandemii = Analytical Center NAFI. 2020. The education system was not ready for the transition to distance learning in a pandemic [Internet]. Available from: https://nafi.ru/analytics/sistema-obrazovaniya-okazalas-ne-gotova-k-perekhodu-na-distantsionnoe-obuchenie-v-usloviyakh-pandemi/. (cited 04.09.2020). (In Russ.)

18. Sistema obrazovaniya Kazakhstana v usloviyakh pandemii. Pervyye uroki = The education system of Kazakhstan in a pandemic. First lessons [Internet]. Available from: https://liter.kz/sistema-obrazovaniya-kazahstana-v-usloviyah-pandemii-pervye-uroki/. (cited 04.09.2020). (In Russ.)

19. Grishin V.I., Domashchenko D.V., Konstantinova L.V., Koshkin A.P., Ustyuzhanina Ye.V., Shtykhno D.A., Shubenkova Ye.V. Life after a pandemic: economic and social consequences. Vestnik Rossiyskogo ekonomicheskogo universiteta imeni G.V. Plekhanova = Bulletin of the Plekhanov Russian University of Economics. 2020; 3: 5-18. (In Russ.)

20. Dokukina A.A., Shtykhno D.A. Video and online courses in the educational process of the PRUE G.V. Plekhanov: opportunities, advantages and problems for students and teachers. Otkrytoye obrazovaniye = Open education. 2020; 24(1): 21-33. (In Russ.)

21. Zavernyayeva S. Skol’ko stoit lektsiya v distante = How much is a lecture in the distance [Internet]. Available from: https://www.pnp.ru/social/skolko-stoit-lekciya-v-distante.html. (cited 04.09.2020). (In Russ.)

22. Vasil’yeva A. K znaniyam skvoz’ zaochnuyu skvazhinu = To knowledge through correspondence well [Internet]. Available from: https://www.kommersant.ru/doc/4325771. (cited 04.09.2020). (In Russ.)