Challenges and prospects of online education in the context of barrier-free access

Lilia Nichuhovska; Liudmyla Nikolenko; Zoia Bondarenko; Valentina Motorina; Tetiana Prykhodko

doi:10.31893/multirev.2023spe020

Keywords:

promising areas of development

Abstract

Given the trends of barrier-free education, it is relevant to study the peculiarities of online education through the prism of characterising its prospects and challenges. The aim of the study is to provide a thorough analysis of the challenges and prospects of online education in the context of educational accessibility. Methods: the study uses a mixed methodological framework that combines both quantitative and qualitative research methods. Research design: quantitative data were collected directly through online surveys, and qualitative data were collected through in-depth interviews. The study used questions based on the Likert scale. A total of 250 people took part in the study: 150 teachers and 100 students. All of them had different experience of using digital technologies in online education. Results: online education is a promising area, as it is based on the elements of barrier-free access, but there are a number of problems on the way to further development that determine promising areas for its improvement. The main challenges include technological problems, low material, and technical base, unequal access to technology, lack of direct contact between students and teachers, low level of adaptation to digital technologies. Limitations: Due to the chosen sampling method, the results may not be fully generalisable to different population groups, including those in other countries. Conclusions: promising areas for further development of online education include improving the material and technical base, developing adaptive platforms, creating content with an emphasis on accessibility, developing digital skills and information competence of both students and teachers.
References
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Nichuhovska, L., Nikolenko, L., Bondarenko, Z., Motorina, V., & Prykhodko , T. (2024). Challenges and prospects of online education in the context of barrier-free access. Multidisciplinary Reviews, 6, 2023spe020. https://doi.org/10.31893/multirev.2023spe020

[1] Almås, A. G., Bueie, A. A., & Aagaard, T. (2021). From digital competence to professional digital competence. Nordic Journal of Comparative and International Education (NJCIE), 5(4), 70–85. https://doi.org/10.7577/njcie.4233

[2] Baber, H. (2020). Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of COVID19. Journal of Education and E-Learning Research, 7(3), 285–292. https://doi.org/10.20448/journal.509.2020.73.285.292

[3] Bakhmat, N., Sydoruk, L., Poberezhets, H., Misenyova, V., Boyarova, O. and Mazur, Y. (2023). Features of Using the Opportunities of the Digital Environment of the Higher Educational Institution for the Development of Future Economists’ Professional Competence. Economic Affairs, 68(01), 43-50. https://doi.org//10.46852/0424-2513.1s.2023.6

[4] Bieliaieva, N., Holiiad, I., Dynko, V., & Mogilat, A. (2023). Developing and Implementing a Distance Learning Model for Training Specialists of the Future. Futurity Education, 3(2), 182–198. https://doi.org/10.57125/FED.2023.06.25.12

[5] Biliuk, O., Stepanenko, O., & Kyrychenko, V. (2023). Modern Tools for Distance Education: Information and Analytical Prospectus. Futurity Education, 3(2), 233–247. https://doi.org/10.57125/FED.2023.06.25.15

[6] Cavalcanti, A. P., Barbosa, A., Carvalho, R., Freitas, F., Tsai, Y.-S., Gašević, D., & Mello, R. F. (2021). Automatic feedback in online learning environments: A systematic literature review. Computers and Education: Artificial Intelligence, 2, 100027. https://doi.org/10.1016/j.caeai.2021.100027

[7] Chernykh, S. I. (2018). Educational ecosistem in digital techologies. In International Research-to-practice conference. Publishing house Sreda. https://doi.org/10.31483/r-559

[8] Denyshchuk, I. (2023). Prevention of emotional burnout and increase of stress resistance of teachers during the war. Image of the modern pedagogu, 1(3), 89–95. https://doi.org/10.33272/2522-9729-2023-3(210)-89-95

[9] Digital tools at the Lviv National University named after I. Franka: survey results (2020). https://learnopolis.net/all-news/cifrovi-instrumenti-u-lvivskomu-nacionalnomu-universiteti-im-i-franka-rezultati-opituvannja/

[10] Hart-Davis, G. (2018). Using Google Classroom. In Deploying Chromebooks in the Classroom (p. 485–560). Berkeley, CA: Apress. doi:10.1007/978-1-4842-3766-3_

[11] Humeniuk, T., & Romaniuk, P. (2023). On the development of information and communication technologies in education of the future: the possibilities of cloud computing technology. Futurity Education, 3(1), 32–41. https://doi.org/10.57125/FED.2023.25.03.03

[12] Khan, F., & Vuopala, E. (2019). Digital competence assessment across generations. International Journal of Digital Literacy and Digital Competence, 10(2), 15–28. https://doi.org/10.4018/ijdldc.2019040102

[13] Marner, A., and Örtegren, H. (2014). Education through digital art about art. International Journal of Education Through Art, 10(1), 41–54. https://doi.org/10.1386/eta.10.1.41_1

[14] Martinez-Nuñez, M., Borras-Gene, O., & Fidalgo-Blanco, Á. (2016). Virtual learning communities in Google plus, implications, and sustainability in Moocs. Journal of Information Technology Research, 9(3), 18–36. https://doi.org/10.4018/jitr.2016070102

[15] Mathew, V., Abduroof, A. I., and Gopu, J. (2021). Digital Transformation of Higher Education. In Transforming Higher Education Through Digitalization (p. 145–171). CRC Press. https://doi.org/10.1201/9781003132097-9

[16] Mozgalli, O., Rybalko, Y., & Synytskyi, R. (2019). Information security of digital education in Ukraine. Modeling and Information Systems in Economics, (98), 157–167. https://doi.org/10.33111/mise.98.16

[17] Murphy, V. L., Iniesto, F., & Scanlon, E. (2022). Higher Education’s Digitalisation. In Digital Transformation and Disruption of Higher Education (p. 9–21). Cambridge University Press. https://doi.org/10.1017/9781108979146.004

[18] Nīmante, D., Kalniņa, D., & Baranova, S. (2022). Towards an inclusive digital learning environment in higher education: Opportunities and limitations gleaned from working students’ remote learning experiences during COVID-19. In Inclusive digital education (pp. 213–226). Springer International Publishing. https://doi.org/10.1007/978-3-031-14775-3_14

[19] Parsons, D., Gander, T., Baker, K., & Vo, D. (2022). The post-COVID-19 impact on distance learning for New Zealand teachers. International Journal of Online Pedagogy and Course Design, 12(1), 1–16. https://doi.org/10.4018/ijopcd.295955

[20] Peruzzo, F., & Allan, J. (2022). Rethinking inclusive (digital) education: Lessons from the pandemic to reconceptualise inclusion through convivial technologies. Learning, Media and Technology, 1–15. https://doi.org/10.1080/17439884.2022.2131817

[21] Pinheiro, M. M., & Santos, V. (2022). Building the future of distance and online learning. Case of Portuguese University. Online Distance Learning Course Design and Multimedia in E-Learning, 114-141. https://doi.org/10.4018/978-1-7998-9706-4.ch005

[22] Rossikhina, H., Rossikhin, V., & Kaganovska, T. (2019). Problems of education digitization in Ukraine. In Proceedings of the International Scientific and Practical Conference on Digital Economy (ISCDE 2019). Atlantis Press. https://doi.org/10.2991/iscde-19.2019.144

[23] Saienko, V., Kurysh, N., & Siliutina, I. (2022). Digital competence of higher education applicants: new opportunities and challenges for future education. Futurity Education, 2(1), 37–46. https://doi.org/10.57125/FED/2022.10.11.23

[24] Sanetra-Półgrabi, S. (2023). Features of the organization of distance learning in the process of training specialists in administration and public administration (Polish experience). Futurity Education, 3(1), 78–95. https://doi.org/10.57125/FED.2023.25.03.07

[25] Skomorovska, I., Kyrsta, N., & Matishak, M. (2023). The Emergence of Professional-Emotional Burnout Syndrome in Teachers of Preschool Education Institutions: Factors, Symptoms, Stages, and Prevention. Journal of Vasyl Stefanyk Precarpathian National University, 10(1), 152–158. https://doi.org/10.15330/jpnu.10.1.152-158

[26] Tsekhmister, Y. (2022). Effectiveness of Practical Experiences in Using Digital Pedagogies in Higher Education: A Meta-Analysis. Journal of Higher Education Theory and Practice, 22(15). https://doi.org/10.33423/jhetp.v22i15.5567

[27] Tsekhmister, Y. (2023). Effectiveness of case-based learning in medical and pharmacy education: A meta-analysis. Electronic Journal of General Medicine, 20(5), em515. https://doi.org/10.29333/ejgm/13315

[28] Tytova, N., & Mereniuk, K. (2022). Digital literacy of future teachers in the realities of large-scale military aggression (Ukrainian experience). Futurity Education, 2(3), 43–54. https://doi.org/10.57125/FED/2022.10.11.33

[29] Vasiutiak, I., Babych, O., Shoptenko-Ivanova, O., Zhuravlova, A., Myroniuk, N., & Nebesnyk, A. (2021). The role of sports dance in ensuring the motor activity of students. International Journal of Human Movement and Sports Sciences, 9(6), 1299-1305. https://doi.org//10.13189/saj.2021.090625

[30] White, J. R., Yang, T., Muñoz, A. S., & Gao, M. (2023). Digital competence and teaching practices of language teachers in Sweden in a COVID-19 world. In Digital education and learning (pp. 125–146). Springer International Publishing. https://doi.org/10.1007/978-3-031-12070-1_7

[31] Wong, C., Fink, E., & Bhati, A. (2021). Future of learning and teaching in higher education post-covid-19. In Digital transformation in a post-covid world (pp. 221–244). CRC Press. https://doi.org/10.1201/9781003148715-12

[32] Zhao, L. (2022). A Study on Data-Driven Teaching Decision Optimization of Distance Education Platforms. International Journal of Emerging Technologies in Learning (iJET), 17(21), 75–88. https://doi.org/10.3991/ijet.v17i21.35113

Abstract

References

How to cite