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Evaluation of Readiness for Distance Education of Students in European
Universities

Daina Vasilevska

Liepaja University, Liepaja, Liela Street 14, Latvia
daina.vasilevska@gmail.com

Baiba Rivza

Latvia University of Agriculture, Jelgava, Liela Street 2, Latvia
baiba.rivza@llu.lv

Razvan Bogdan

Department of Computer and Information Technology,
Politehnica University of Timisoara,

Piaţa Victoriei, Nr. 2, 300006 Timişoara, Romania
razvan.bogdan@cs.upt.ro

Abstract
Distance learning environment with its different approaches has become one of the most

researched paradigms in the late years. Different technologies have been developed and
introduced into these systems, but at the same time, a spectrum of use-cases has been offered for
this model. This paper aims at addressing the most important problem facing with the distance
learning eco-system, namely its evaluation. The evaluation process has been undertaken in
different European countries, such as Latvia, Lithuania, Serbia, Poland, Belarus, and Romania.
The obtained results show that not all of the students are at the same level of readiness when it
comes to distance education, there are no criteria developed for the evaluation of the students'
readiness to this education model. For the purpose of this study, authors suggest that readiness to
distance education includes knowledge, skills, and abilities that are necessary for students to
successfully possess while using the technologies of distance education. After the analysis of the
results of this research, the authors developed a structure and described elements that define the
level of students' readiness to distance education.

Keywords: distance learning, evaluation, readiness to education

1. Introduction
Nowadays, distance learning has become one of the most common words being used by

students, researchers and industrial corporations alike. The year 2012 was declared “the year of
Massive Open Online Courses (MOOCs)” when prestigious universities like Stanford, Harvard,
École Polytechnique Fédérale de Lausanne, the Massachusetts Institute of Technology and Rice
University joined their efforts with private companies to offer new free distance learning courses
(Baran & Baraniuk, 2016). There has been identified a large spectrum of differences between the
traditional classroom and the distance education technologies. In the distance education
environment, the subject of teaching (referred to as student) receives access to electronic
teaching materials and some electronic means of communication with an object of teaching
(referred to as the teacher). In such a learning environment, a new teaching paradigm is
advertised, namely, the teacher does not only transfer knowledge, but is that particular medium
that stimulates the students to develop their own self-learning capabilities (Krouk & Zhuravleva,
2010). In the same time, trainer’s attention will not be focused only on some students, as the
“triangle of influence” issue has been coined, but his/her attention will be on all the participants
(Bogdan, 2016).

BRAIN: Broad Research in Artificial Intelligence and Neuroscience
Volume 8, Issue 1, April 2017, ISSN 2068-0473, E-ISSN 2067-3957

Different tools and technologies have been developed in order to enhance the distance
learning experience, being introduced in different countries (Babori & Fassi, 2016; Holotescu
&Cretu, 2013). Such features are analyzed from technical, informational, organizational,
administrative and pedagogical approaches. Given the fact that the people participating into such
distance learning environments are acting from various countries, the distance education system
represents a factor influencing the society, therefore a constant evaluation of the system is
needed (Khan & Ally, 2015; Perraton, 2007). The aim of this paper is to evaluate the distance
learning system in different European countries (Latvia, Lithuania, Serbia, Poland, Belarus, and
Romania) especially from the point of view of the student being ready for distance education.
The rest of this paper is structured as follows: section II presents literature review in terms of
distance learning evaluation. Section III brings into light the methodology used; in addition, section
IV presents the results of the study. In the last part of the article the conclusions are drawn.

2. Literature review
The problem of distance learning evaluation is a state-of-the-art research theme in the

academic literature. Different methods have proposed with a myriad of results. As it has been
argued in Khan & Ally(2015), Perraton (2007) and Dorrego (2016), the distance learning system
is not only about developing new technologies and their appliance in the education process, but
also about evaluating the impact of such approaches.

A very interesting research has been offered in Yubing & Jianping (2010), where data
mining techniques are employed to evaluate the Chinese distance learning system. Text Mining
and Usage Mining algorithms are utilized in order to establish a correlation between the used
technologies and the exam results of the students. The distance learning evaluation applied into
technical studies, is presented in Kroll & Schoen (2015) and Swart (2016). In these studies it is
underlined that is necessary to constantly gather students’ feedback regarding the usage of
distance learning engineering courses, but also results on what kind of activities students are
better performing when talking about distance learning technical courses.

In scientific research also great attention is paid to the readiness of students to acquire
distance education, due to the change of learning environment as well as the role of the student in
the educative process, the demands regarding their knowledge, skills and personal traits are
higher (Berge & Muilenburg, 2002). Considering the above-mentioned concept, challenging
issues appear regarding the tutoring of students' readiness to complete homework and self-
educative tasks, to search, analyze and select the necessary information while using computer
technologies. Therefore, there exists an objective basis for the development of students' skills in
educative activities necessary for studying in distance education universities: self-control and
self-assessment, commitment, the motivation for self-education, high-level of knowledge and
skills in the field of information and communication technologies.

Research has shown that the responsibilities and requirements of completing distance
learning are not readily apparent to those taking distance learning for the first time (Garrison &
Cleveland-Innes, 2004). When these functions and/or expectations are not consistent across the
educational formats, then the overall experience may be frustrating for all participants.
Dissatisfaction is more likely to appear and the learning process may be hindered. Actually, the
students often find the workload in online courses more difficult because they must cover course
material on their own.

3. Methodology
To achieve the aim of this research, it was necessary to clarify the level of the student’s

eagerness for distance education, to identify the strong points and the drawbacks of this
education model in Latvia, as well as to compare it with analogic models in some institutions of
higher education in Lithuania, Serbia, Poland, and Belarus.

D. Vasilevska, B. Rivza, R. Bogdan - Evaluation of Readiness for Distance Education of Students in European
Universities

In concordance with the aim of the research, the following tasks were set: to create a new
survey for polling students, to carry out the survey of the target audience, to identify the level of
students' readiness to take part in distance education. The research was carried out from
September 2014 to February 2016 in Latvian, Lithuanian, Serbian, Polish, Romanian, and
Belarusian institutions of higher education which had occurrence in organizing distance
education with the use of current information and communication technologies. The survey was
carried out among and extramural (distance) study mode students. Two groups were
distinguished: the first one was formed by students having experienced distance education model
(64% of respondents) and the second with students following the traditional study model
experience (36% of respondents). The representative quota sampling (the total number of
respondents) was 946.

4. Obtained results
The basis of the distance education process is a purposeful, controlled and independent

work of a student who has the opportunity to study in a comfortable place, according to an
individual plan, having a set of special educative means, as well as a possibility to consult with
the teacher via phone, mail or e-mail. The use of computers may help finding various alternate
solutions: to examine, to discover errors, to give necessary advice, to access online libraries, and
to help to find the necessary information. Therefore, the opinion of the authors is that one of the
most important issues for readiness to distance education is a high level of computer proficiency.

The obtained results show that4% of students stated that they have the basic computer
skills. Nevertheless, more objectivity was found from screening the question about the command
of information technologies.

Afterward four levels of skills were distinguished. The first level includes basic
knowledge about operating systems (Windows, Linux), use of several basic programs, such as
word processors, calculator, and games. The second level includes respondents with knowledge
of basic and office programs, who know how to work with word processors, create graphs,
charts, diagrams, table reports, and presentations. The third level illustrate the respondents with
the knowledge of not only operating systems, but also knowledge about basic and office
programs, or professional programs as well (for bookkeepers – 1C, for secretaries – data bases,
for web-designers – CMS, for advertising specialists – specific graphic editors such as
CorelDraw). The fourth level requires specific knowledge – work with operating systems at the
level of the system administrator (ECDL, 2016). As a result, it was established that the number
of respondents with a low command of various programs is notably larger than the number
according to the self-assessment. Around 10% of the respondents have a good command of only
one program. The majority of the respondents (53%) are unspecialized users, i.e. they use only
basic and office programs (Tab. 1). Students from Serbia evaluated their computer skills more
critically; none of them were indicated to be “Proficient”.

Table 1. Computer skills level (% from the respondent number in the group)

Country Proficient Advanced Intermediate Basic
Latvia 14 30 48 8

Lithuania 8 31 47 14
Poland 4 34 64 9
Serbia 0 25 62 13
Belarus 10 40 44 6

Romania 18 49 32 1

As it is known, besides a vast number of computer programs, distance education model

provides extensive use of other didactic resources for communication such as videoconferences,

BRAIN: Broad Research in Artificial Intelligence and Neuroscience
Volume 8, Issue 1, April 2017, ISSN 2068-0473, E-ISSN 2067-3957

seminars, progress tutorials in the preparation process of papers, essays or degree thesis, as well
as various video materials and slide lectures.

In the structure of readiness to distance education, the authors have included also the
motivational aspect. It characterizes students' attitude towards the chosen education model: they
have a certain set goal for education, to understand the importance of studying through distance
education technologies and have willfully chosen this education model. Therefore, it is necessary
to underline that each student has its own motivation. In addition to that, all criteria are united
with the continuous necessity to upgrade one's professional status, to establish readiness for
individual decision-making and their implementation; as well as with the focus on obtaining
professional success. Table 2 illustrates the variety of motivational factors.

Table 2. Motivational factors when selecting distance education (% from the respondent number
in the group)
Country Possibility to

study
according to
individual

plan

Possibility to
study

independently,
using

electronic
resources

Possibility
to combine
work and
studies

Career
development

No
obligation
for every

day lecture
attendance

Opportunity to
start studies

anytime

Lower
education

fee

Latvia 10 7 32 23 12 9 7
Lithuania 17 7 22 21 17 11 5

Poland 12 14 21 24 15 12 2
Serbia 17 5 20 14 19 15 10

Belarus 6 9 26 19 20 8 12
Romania 28 17 25 2 16 12 0

One of the most important factors in readiness to distance education in the authors'

opinion is the cognitive factor. The student is able to critically evaluateor to determine the
quality of distance education. Firstly, this model of education is regarded as a subject for
satisfying educational needs. Distance education studies create psychological comfort and
confidence. It is known that this type of studies help upgrading the social status and the
qualification. The emotional activity becomes a means of creative acquisition, consumption, and
use of distance education methods.

The development level of this factor is characterized as motivation for acquiring
knowledge. If the student has the necessity to only pass an exam or a test, it signalizes about the
ineffectiveness of studies, the student acquires only the minimum amount of knowledge, skills,
and abilities that are necessary for studying in distance education faculty. This high-level of the
development factor is characterized by the creative activity, system of constant interests, skills to
evaluate the ongoing processes in distance education, as well as the occurrence of individually
comprehended and personal values. In this group, students have all necessary knowledge, skills,
and abilities necessary for distance education.

“The main aim of distance education is the arrangement of conditions for the formation
of independent cognitive activity during the study in a developed academic environment, based
on computer and telecommunication technologies” (Clark, 2002; Rovai, 2008). Nevertheless, the
results of the survey revealed a different situation in reality. Not all the students of distance
education were determined to count on themselves, for example, in electronic exams and tests. It
was proven, that only around half of the students, on average, 56%, would rely on self-decisions
when implementing tasks. 26% of respondents relied on the assistance of cheat notes and 18%
counted on “sheer luck”, using little effort for exams and tests (Table 3).

D. Vasilevska, B. Rivza, R. Bogdan - Evaluation of Readiness for Distance Education of Students in European
Universities

Table 3. Students’ reliance of success when preparing for electronic exams and tests (% from the
respondent number in the group)

Country Use of your personal
knowledge and skills,

being prepared for
the exam

Use of „crib” or other illict aid
during examination process

Hope that you will
fortunate and do not
study for the exam

Latvia 42 39 19
Lithuania 59 25 16

Poland 55 29 16
Serbia 58 20 22
Belarus 51 22 27

Romania 81 8 11

Results of the survey show that despite the obvious advantages, distance education

constantly faces theoretical and practical problems and contradictions. To this day, in distance
education, the control over students' learning activities remains one of the main problems.
Indeed, in distance education, there is no other way how to stipulate sufficiently the high-level of
motivation to a student because teachers have almost no means of disciplinary management.

5. Conclusion
Readiness to distance education is the main effectiveness requirement of use of distance

education technologies.
The problem of evaluating the students' readiness to distance education is linked to the

problem of defining criteria. Key requirements of criteria may be defined as follows: they must
be objective, need to include the essential moments of the researched phenomenon, include
phenomenon's features (defined clearly, concisely, and precisely), and determine exactly the
issues that the researcher has an interest in.

Considering the structure of students' readiness to distance education as a united set of
elements, the authors suggest to evaluate the development level of students' readiness to distance
education in accordance with the criteria as it follows:

– motivational readiness to distance education;
– technological readiness to distance education;
– reflexive-effective evaluation of distance education performance.

Each criterion contains corresponding indicators that characterize its development level
in student’s activity:

1) Motivational readiness to distance education:
– motivation;
– knowledge about distance education;
– attitude towards distance education;
– knowledge about methods of distance education.

2) Technological readiness to distance education:
– command of distance education methods;
– necessary skills to use current information technologies;
– knowledge about basic means of educative resources on the Internet;
– skills that are necessary to be able to accomplish tasks assigned by teacher with
the help of educative resources on the Internet

3) Cognitive readiness to distance education:
– skills to purposefully organize the independent work;
– the presence of skills in self-management and self-assessment;
– understanding and evaluation of distance education.

BRAIN: Broad Research in Artificial Intelligence and Neuroscience
Volume 8, Issue 1, April 2017, ISSN 2068-0473, E-ISSN 2067-3957

The defined criteria and indicators of readiness to distance education serve as input data
for determining the level of the development of this feature in students of institutions of higher
education.
The results of the survey conducted by the authors of the paper indicate that the level of
students' readiness to distance education programs differs and depends on the distance
education's model of organization. According to the opinion of the students, the most effective
isa model of combined distance lectures and face-to-face meetings with the teacher, as there may
be some difficulties with the independent study process. In the opinion of the authors of the
paper, in order to acquire higher results in education, depending on the type of the education
program, its goal, profile and student body, it is important to find a balance between distance and
traditional classroom lectures with teachers.

Riffley and Sibley (2004) examined advantages of blended learning in a more
conservative version of its use — to keep the active form of class lectures and to exchange the
passive listening of lectures with the online homework. The research revealed that even in this
case, blended learning has more advantages in comparison with the conventional learning.
Factor, which in various cases may make it impossible or unreasonable to use distance
education, may be necessary for acquiring practical skills in jobs with real equipment. Network
technologies and computer emulators may significantly help in the preparing stage. In any case,
the use of innovative education models with distance education technologies allows a
significantly lifting of the effectiveness and accessibility of education and is up-to-date to
current requirements.

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