Article
Version 1
Preserved in Portico This version is not peer-reviewed
Distance Learning Exit Economic Model
Version 1
: Received: 23 August 2023 / Approved: 24 August 2023 / Online: 25 August 2023 (09:16:32 CEST)
How to cite: Gaidelys, V.; Čiutienė, R.; Cibulskas, G. Distance Learning Exit Economic Model. Preprints 2023, 2023081767. https://doi.org/10.20944/preprints202308.1767.v1 Gaidelys, V.; Čiutienė, R.; Cibulskas, G. Distance Learning Exit Economic Model. Preprints 2023, 2023081767. https://doi.org/10.20944/preprints202308.1767.v1
Abstract
At the beginning of 2020, with the onset of the pandemic, the traditional learning environment for learners drastically changed globally. Since then, most students/teachers have started and practiced distance and virtual learning/teaching. Thus, a technological breakthrough in virtual learning has followed. In connection with this, many countries worldwide have commenced allocating additional financing and funds for educational institutions' technological improvement and development. The long-term stay in distance learning has revealed and highlighted new problems students face: their knowledge level has decreased, they lack socialization skills, and they face psychological and physical health problems. Due to this negative impact on students, a need to research and evaluate how much the EU countries allocated to solve the distance learning-caused problems and what programs or models they prepared has emerged and encouraged further studies. The research has found that many countries increased their allocations very minimally, e.g., 0.0.1%, but some increased their available budgets to 32%. Notably, most countries did not separate distance learning exit funding from distance learning preparation funding. Based on the problems the countries saw, only a few states identified withdrawal from distance learning as a problem. Considering this, we set ourselves the goal to evaluate exit models from distance learning and allocated funding amounts.
The following objectives were planned to achieve the goal:
· to evaluate the global practice of exit from distance learning;
· to determine the scope of funding for pandemic management;
· to evaluate the amounts of funding allocated to manage pandemic-caused consequences and the GDP ratio.
Research methods: mathematical-statistical analysis, empirical analysis, and analysis of scientific literature.
Keywords
distance learning; distance learning exit model; distance learning financing; COVID-19 pandemic
Subject
Business, Economics and Management, Economics
Copyright: This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Comments (0)
We encourage comments and feedback from a broad range of readers. See criteria for comments and our Diversity statement.
Leave a public commentSend a private comment to the author(s)
* All users must log in before leaving a comment