Youth Attitudes towards Distance Learning: Challenges and

Opportunities for Sustainable Education - Case of Georgia

Eter Kharaishvili

and Nino Lobzhanidze

Economics and Business Faculty,

Ivane Javakhishvili Tbilisi State University, University Str. 2, Tbilisi, Georgia

Keywords: Distance Learning, Distance Learning Challenges, Distance Learning Expectations, Distance Learning

Opportunities, Youth Attitudes, Sustainable Education.

Abstract: The article analyzes the theoretical and practical aspects of distance learning, explores different approaches

and challenges to this type of learning. It is argued that the Covid-19 made crucial the distance learning in

higher education. The paper highlights the problems in the field of distance learning in Georgian Higher

Education Institutions. The need for research on the challenges of distance learning for youth for the

sustainable development of the education system is justified. Desk research evaluates the opinions and

expectations of researchers on distance education. SWOT analysis of distance learning is developed based on

the assessment of strengths, weaknesses, opportunities and threats of distance learning. The article reveals

that the demand for distance education is growing and this process is a particular challenge for developing

countries. Therefore, it is very important to study the attitudes of youth towards distance learning. A

Population-based approach is used to determine students' satisfaction with distance learning. The results of

the research are processed by SPSS program. Meetings with focus groups were conducted through

introductory, transitional and summary questions. Based on quantitative research and discussion with focus

groups, conclusions have been made on distance learning challenges and sustainable education issues,

therefore, recommendations have been developed.

1 INTRODUCTION

Distance learning has a long history. However,

different countries in the world have different

experiences in this field and are at different stages of

development. Theoretical and practical aspects of

distance learning for Georgia are less proven.

Due to the Covid-19 pandemic, distance learning

in Higher Education Institutions has become crucial,

hence, special challenges and opportunities have been

identified in the distance learning system.

There has been an attempt to introduce and

regulate distance learning in Georgia for years,

however, the development of distance education

systems has accelerated significantly due to the needs

created by the COVID-19 pandemic in 2020. At this

https://orcid.org/0000-0003-4013-7354

https://orcid.org/0000-0001-5830-6924

"Distance Learning Management". Practical guide.

Tbilisi, 2021. https://www.mes.gov.ge/uploads/covid/

distanciuri-swavleba%20-%2008%2002%202021.pdf

(last viewed 16.11.2021)

time it became especially important to study the

types, opportunities and limitations of distance

education, pedagogical approaches and opportunities

to regulate education systems (Bakradze, 2020).

Due to the Covid-19 pandemic, various forms of

distance learning have been used in Georgian Higher

Education Institutions for the last two years.

Accordingly, some studies have been conducted on

the problems and challenges in the field of distance

education, however, these studies are mainly related

to the terminology and the legal framework

clarification for teaching in this form. Two years of

experience in distance learning have revealed the

obvious advantages of such type learning.

Nevertheless, a number of problems have arisen in the

field in Georgian Higher Education Institutions, and

516

Kharaishvili, E. and Lobzhanidze, N.

Youth Attitudes towards Distance Learning: Challenges and Opportunities for Sustainable Education - Case of Georgia.

DOI: 10.5220/0011366300003350

In Proceedings of the 5th International Scientiﬁc Congress Society of Ambient Intelligence (ISC SAI 2022) - Sustainable Development and Global Climate Change, pages 516-524

ISBN: 978-989-758-600-2

in order to overcome these problems, it is important

to study the attitudes of young people as the main

involved party in distance learning process, towards

distance education. Problem research will enable us

to identify ways of adapting distance learning to real-

world conditions, selecting optimal forms of distance

learning through empirical observations and specific

studies, and developing recommendations for

sustainable education based on the challenges

identified by studying youth attitudes.

2 RESEARCH OBJECTIVE

The main aim of the research is to identify the core

challenges based on the study of youth attitudes

towards distance learning and to develop

recommendations on the opportunities for achieving

sustainable education.

3 RESEARCH METHODOLOGY

Various research methods are used in the paper,

including: desk research, bibliographic research. A

SWOT analysis of distance learning is developed

based on the assessment of strengths and weaknesses,

opportunities and threats of distance learning. A

Population-based / Census-based approach is used to

determine students' satisfaction with distance

learning. The results of the study were processed by

SPSS program.

Quantitative research was conducted to clarify

some of the issues of young people's attitudes towards

distance learning and identify areas for sustainable

development of education. About three hundred

young people were interviewed. As a result,

hypotheses are formulated. Semi-structured

interviews with industry focus groups were

conducted through introductory, transitional, and

summary questions. Also, a focus group interview

was conducted with students (Bachelors, Masters and

Doctoral students) and 2018-2021 graduates of Ivane

Javakhishvili Tbilisi State University, Faculty of

Economics and Business. Twenty interviews were

conducted in total. The duration of the interviews

with each focus group was one hour.

4 LITERATURE REVIEW

Distance learning has been around for over a century,

however, over the years its forms and technologies

have changed, as well as definitions of distance

learning. Learning in the format of distance learning

has become a standard for universities to deliver

lectures in the form of video recordings (Moore and

Lockee, 1998), and the Internet has created a new

opportunity for real-time distance learning

development, which has significantly increased the

demand for it.

By evaluating researchers' different

interpretations of distance learning, it is advisable to

reconcile an definition that perfectly reflects modern

technological advances and all components of

distance learning. Many definitions are presented in

modern literature (Greenberg, 1998). Greenberg G.

defines modern distance learning as "a planned

teaching / learning experience that uses a wide range

of technologies for distance learning and encouraging

students." According to some researchers (Teaster

and Blieszner, 1999), the term distance learning is

used in teaching when the lecturer and the student are

separated in space and possibly in time. Distance

education is the result of the technological separation

of teacher and student. The student is exempt from a

fixed place of study (Keegan, 1995). From these

explanations it can be outlined that the lecturer and

the student are separated by space, however, the

teaching is delivered in real time. When studying the

history of distance education, three different stages

are distinguished in terms of the use of technology

(Bozkurt, 2019). In the first stage, the leading method

was to disseminate information in print. In the second

stage, the use of electronic and multimedia

technologies developed for distance coverage

acquired great importance. In the third stage, distance

education is already dominated by Internet

technology. Based on the analysis and reconciliation

of the above definitions, it can be concluded that

distance learning is the process of delivering

education in separate time and real space using

modern technologies, using appropriate teaching

methods and assessment systems.

Many universities around the world have started

offering appropriate programs for distance education.

In this way they were able to strike a balance

betweenincreasing student enrollment and lack of

physical building space (Bollag and Overland, 2001).

A number of studies have been conducted in the

field of distance learning, including special emphasis

on the problems of distance education in general

(Fitzpatrick, 1982), as well as definitions of distance,

online and hybrid education systems (OECD, 2020);

On the use of digital materials and technologies to

support teaching process (Carlsen et al., 2016); On

the effects of student and lecturer communication and

Youth Attitudes towards Distance Learning: Challenges and Opportunities for Sustainable Education - Case of Georgia

517

feedback in space and time (Hodges, et al., 2020); On

the advantages and disadvantages of distance learning

(Lobanova, 2021); On the problems of student

assessment in the distance learning process

(Chaudhary and Dey, 2013); On the importance of

using Web resources and technology in distance

learning (Bozkurt, 2019); On the distance and hybrid

learning forms (Simonson and Schlosser, 2014); On

the integration of synchronous and asynchronous

learning (Doering, 2006); On combining distance and

face-to-face learning formats (Burns, 2011); On the

similarities and differences between the forms and

methods of assessment of students' knowledge in the

distance learning process (Menabde et al., 2016), etc.

Traditional universities have not been able to meet

the demand for enrollment for years, so some

countries have begun to move from "elite to mass

education", for example, China has been able to use a

modern technology system for 1.5 million students,

two-thirds of whom were studying for a master's

degree (Bollag and Overland, 2001).

In the second half of the twentieth century, the

practice of introducing one of the first distance

learning processes in the world based on the Austrian

model "School in the Air" is especially noteworthy.

Organizing the distance learning process in this way

was important for children who lived far away from

settlements and schools. The development and mass

dissemination of the Internet has changed not only the

scope of distance education but also the goals and

methodology. Pre-existing online course platforms

have been expanded and goals have been scaled up.

Similar platforms are Coursera, Udemy, Udacity,

Khanacademy. These courses in the university field

have made great changes (Janashia, 2021).

5 DISTANCE LEARNING

EXPECTATIONS

There are some expectations about distance learning

in universities, most of them are financial in nature.

Universities believe that distance learning is a good

way to save financial resources. The essence of the

theoretical concept is that the number of students in

the lecture flows increases, while the overhead costs

remain the same.

Distance learning was widely used as far back as

the end of the 20th century in Australia, Britain,

Norway, the USA and other countries. Several

websites in these countries are interconnected

"School in the Air", https://www.australian-children.com/

school-of-the-air (last viewed 16.11.2021)

(Keegan, 1995). Thus, distance learning can

effectively deliver the courses to a geographically and

culuturally diverse population, hence the need to

provide appropriate programs for distance education

as well.

According to the American Council on Education

(ACE)

, the number of distance learning students

doubled from 1995 to 1998 to 1.6 million (Dervarics,

2001). Another market forecast at the time was that

by 2002, 2.2 million students would be enrolled in the

distance education program, representing 15% of

U.S. college students. Many American universities

felt pressured to control their spending, improve the

quality of teaching, and focus on customer needs.

Distance learning technologies have had and have the

potential to help universities solve similar problems.

In 1994, Bassom and Sherritt surveyed the views of

higher education administrators and government

politicians to find out what they thought would be

America's major problems (Basom and Sherritt,

1992).

As a bibliographic study has shown, in order to

form a sustainable education system in the next

millennium and provide distance education, it will be

necessary to meet the increased demands on

education in the face of limited resources (Horgan,

1998). Also, it is important to increase access to

modern technologies. Scholars suggest that the use of

appropriate distance learning methods and

assessment systems, as well as the formation of

resources needed for e-learning, will significantly

contribute to the achievement of sustainable

education. Such complex approaches achieve the

economic efficiency of higher education, otherwise

distance learning programs can quickly become

secondary (Dibiase, 2000).

In the case of distance learning, the primary issue

is the quality of teaching, which should be revealed

by examining the level of satisfaction of online

courses. No less important is identifying problems

with the types of course evaluation forms and

identifying future opportunities.

It should be noted that between the two types of

distance learning (synchronous and asynchronous),

naturally, asynchronous distance learning is older

than its synchronous analogue, as the latter became

possible only as a result of a new wave of

communication technology development. Both

methods are relevant today and the selection of the

appropriate teaching method depends on the

knowledge that the student wants to acquire. In some

American Council on Education https://www.acenet.edu/

Pages/default.aspx (Last view 16.11.2021)

ISC SAI 2022 - V International Scientiﬁc Congress SOCIETY OF AMBIENT INTELLIGENCE

518

cases, a hybrid method obtained using a mixture of

synchronous and asynchronous training is used.

However, in recent times the method of synchronous

teaching has become increasingly a priority. Modern

distance education uses the computer as a delivery

mechanism and the Internet as a synchronous mode

of information delivery. As a result, at least 80% of

the core content of the course is delivered online, in

synchronous mode (Pregowska et al., 2021).

To analyze the strengths and weaknesses,

opportunities and threats of distance learning, we

developed a SWOT analysis. Key strengths include

flexibility in time and space, continuing education,

developing independent learning skills, diversifying

teaching methods, expanding access to online

databases such as Elsevier, Scopus, Sciencedirect,

EBSCO, Econlit England Journal, JSTOR, BioOne;

ECD-Library, Cambridge Journals Online, HINARI

Health and more

. In addition, the main weaknesses

that present challenges in the distance learning

process are highlighted. In particular, there are the

following main problems: the difficulties of

introducing modern technologies, uneven level of

internet coverage across regions across the country,

time required for computerization process, unequal

access to equipment among students, challenges of

distance learning materials and process

modifications, lack of modern academic and

administrative staffing. The main opportunities

offered by distance learning are the emergence of new

capabilities of modern technologies, development of

competencies of academic and administrative staff in

terms of mastering online management systems,

computerization and Internet coverage, innovative

infrastructure development of the country,

development of new learning systems, development

of international training programs. As for the main

threats, in this regard, the indirect consequences of

the particularly accelerated processes of the recent

period of transition to distance learning can be

highlighted, in particular, the psychological factors

that manifest themselves in students based on social

isolation and lack of mastery of new forms of self-

expression. In addition, cyber threats that will cause

online learning systems to crash are noteworthy (see

Table 1).

The above list of electronic databases is made on the basis

of the electronic library of Ivane Javakhishvili Tbilisi

State University (last viewed 16.11.2021)

Table 1: SWOT Analysis of Distance Learning.

Stren

ths Weaknesses

 Flexibility in

time and space

 Ensuring

continuity of

education;

 Develop

independent

learning skills;

 Diversification

of teaching-

learning

methods;

 Expanding

access to

electronic

databases;

 Integration into

the international

education

system.

 Unequal level of

internet coverage;

 Long time

required for the

computerization

process;

 Unequal access to

modern

equipment;

 Challenges of

learning materials

and process

modification;

 Lack of

competence of

academic and

administrative

staff.

ortunities Threats

 Discovering new

opportunities of

modern

technologies;

 Development of

competencies of

academic and

administrative

staff;

 Innovative

infrastructural

development of

the country;

 Development of

new learning

systems;

 Accelerate the

process of

harmonization

with

international

curricula.

 Psychological

factors

accompanying the

accelerated

transition to a new

form of teaching;

 Social isolation of

students;

 Lack of mastery

of new forms of

self-expression;

 Cyber threats to

online education

systems;

 Online learning

systems

malfunction.

6 RESEARCH

RESULTS - DISCUSSION

Due to the pandemic, the demand for distance

education has increased even more in the last two

years. Social distancing measures were introduced

Youth Attitudes towards Distance Learning: Challenges and Opportunities for Sustainable Education - Case of Georgia

519

indifferent countries and jurisdictions, followed by

national lockdowns in many places. Schools,

universities and other educational organizations were

forced to close worldwide (Johnson et al., 2022). This

process has become a particular challenge for

developing countries due to a number of factors.

Therefore, it is very important to study the attitude of

the main stakeholder in the distance learning process

- young people in relation to distance learning.

The study, conducted in the spring semester of

2021, used a population-based (Census-based)

approach to determine students' satisfaction with

distance learning. An online questionnaire was sent to

the students. Completion of the questionnaire was

voluntary. The survey lasted for two weeks. The

results were processed by SPSS program.

The survey revealed several findings which

highlited different aspects of the topic. In particular,

a survey of young people depending on the format of

distance learning showed that 53% of respondents are

very satisfied with distance learning and 8% are very

dissatisfied (See Figure 1).

Figure 1: Level of youth satisfaction with distance learning

When asked what the quality of distance

education is compared to auditory education, 43% of

respondents think that such education is high quality,

25% more or less quality, and 8% think that distance

education is very low quality compared to auditory

education (See Figure 2).

Figure 2: The quality of education received through

distance learning compared to auditory education, %.

We interviewed the attitudes of young people on

the perception and understanding of study materials

through distance learning. It was found that 42% of

young people are very satisfied with the distance

learning format and 8% are very dissatisfied (See

Figure 3).

Figure 3: Satisfaction level with the perception and

understanding of study materials through distance learning,

Regarding one of the most problematic issues

regarding access to e-learning materials, only 1% of

respondents do not have access to e-learning

materials, while for 26% access to materials is not

associated with any delays. It is noteworthy that for

61% of respondents the quality of access to e-learning

materials is more or less high (See Figure 4).

When asked how actively modern technologies

are used in the distance learning process, the answers

were distributed as follows: More than 8% (8.3%) of

respondents fully agree with the opinion that modern

technologies are actively used. Up to 20% (19.9%)

agree with this view.

11%

19%

53%

1 - very dissatisfied, 5 - very satisfied

17%

25%

43%

(1 - low quality, 5 - high quality)

19%

24%

42%

(1 - very dissatisfied, 5 - very satisfied)

ISC SAI 2022 - V International Scientiﬁc Congress SOCIETY OF AMBIENT INTELLIGENCE

520

Figure 4: Youth access to e-learning materials, %.

More or less agree with 32% of respondents

(31.9%), strongly disagree plus disagree in total more

than 36% of the total number of respondents (36.1%)

(See Figure 5).

Figure 5: Application of modern technologies in distance

learning process, %.

Respondents' opinion on the compatibility of

teaching methods and assessment system with the

distance learning format was divided as follows: more

than 64% (64.4%) totally agree or agree that the

teaching methods and assessment system is fully in

line with the distance learning format, while

completely disagree - 7% (6.5%). It should be noted

that about 4% (4.2%) have no information on this

issue (See Figure 6).

It should be noted that in order to study the level

of student satisfaction and expectations, a similar

survey was conducted at the University of Katowice

in Poland in the Fall Semester of 2020. First-year

students were involved in the study. Therefore, they

had their first contact with the online learning

process.

Figure 6: Compatibility of teaching methods and

assessment system with the format of distance learning, %.

The level of student satisfaction is directly

correlated with the perceived usefulness. It was found

that on the example of the mentioned university, the

expectations for distance learning are mostly positive,

which is due to their access to modern technologies

and high skills in mastering these technologies. As a

result, the idea of introducing distance learning on

their part was largely welcomed (Cicha et al., 2021).

One of the main goals of education should not be

overlooked - to promote the professional employment

of young people after graduation. Even within the

traditional teaching method, the problem of

employment of graduates with relevant specialties is

acute in Georgia (Kharaishvili et al., 2017). It should

be noted that the area of the survey in our study was

economics and business. In this regard, in terms of

raising the level of employment, it is important to

thoroughly study the entrepreneurial attitude of

young people, which in the future will help to plan the

relevant learning process, taking into account their

entrepreneurial aspirations and potential

(Kharaishvili and Natsvlishvili, 2019). A similar

approach will reduce the reasons that drive

educational migration and the so-called "Brain drain",

which will ultimately affect the economic

development of the country (Kharaishvili et al.,

2018). Therefore, in the distance learning process,

special attention should be paid to the current

demands of the labor market and the learning process

should be planned accordingly.

It should be noted that in January 2021, the

Ministry of Education, Science, Culture and Sports of

Georgia signed a Memorandum of Understanding

61%

26%

( 1 - no access, 5 - high access)

16,7%

19,4%

31,9%

19,9%

8,3%

3,7%

6,5%

6,9%

18,1%

32,9%

31,5%

4,2%

Youth Attitudes towards Distance Learning: Challenges and Opportunities for Sustainable Education - Case of Georgia

521

with three mobile operators operating in Georgia -

JSC “Silknet”, “MagtiCom” LLC and “Vion

Georgia” LLC to ensure access to distance learning in

the conditions of a pandemic. Pupils and teachers of

public and private schools will benefit from a

preferential mobile internet package until the end of

the 2020-2021 school year, after passing the relevant

procedures. Preferential tariff for mobile internet

package was also supported by the Georgian

Communications Commission.

The purpose of the

memorandum is to provide public and private school

teachers and students with the most accessible and

high quality mobile internet connection. In line with

the challenges and technical needs of distance

learning, ISPs offered students and teachers a 20GB

mobile internet package for 10 GEL, which is 2.5

times less than the standard cost. According to

industry experts, 20GB is enough for one month to

attend online lessons and search online resources. In

addition, it is desirable to extend supportive policies

to the university education process and to ensure

equal access to online student education for students

from any region of the country.

7 CONCLUSIONS AND

RECOMMENDATIONS

Based on quantitative research and focus group

discussions, the following key conclusions were

drawn based on the identified needs of young people

in distance learning and sustainable education:

 It is necessary to teach basic profiling subjects

with appropriate software and high-tech equipped

audiences;

 It is important to involve more academic and

visiting staff in university electronic management

systems than in social networks;

 Qualitative strengthening of the practical part of

the training courses is needed, especially with

software (to do graphic and other analyses

independently by visiting websites); However, it is

important to enhance hands-on training with

software. Enhance data processing knowledge with

practical applications (SPSS, Stata, Excel);

 Teaching technologies need to be improved;

 It is necessary to provide staff training for the

effective use of electronic databases (e.g, most still

request the exchange and transmission of information

by e-mail);

Internet package "Distance Learning", 01.12.2021.

https://emis.ge/newss/2030/ (last viewed 16.11.2021)

 It is important to ensure equal access to technical

resources across the country;

 It is necessary to increase the level of internet

coverage in a separate region of the country.

Based on the research, the following

recommendations for sustainable development of

distance learning and education were developed:

 It is necessary to start preparing educational

programs adapted to distance learning. The goals and

objectives of the administration should be taken into

account when developing a distance education

program;

 It is advisable to adapt new online educational

platforms and improve existing practices on the basis

of such platforms as: Google classroom, Microsoft

teams, Zoom, Skype;

 It is necessary to adapt teaching methods to the

format of distance learning;

 It is important to develop and enhance the

competencies of human resources through their

retraining in accordance with the digitization of the

teaching process;

 It is advisable to support stakeholders, decision

makers on state framework conditions, academic and

administrative staff of the University, and most

importantly, coordinated involvement of young

people in the development of distance learning;

 It is important to take into account the advice and

recommendations of psychologists in the process of

distance learning in order to overcome the problem of

social isolation of young people and increase their

motivation to learn;

 A survey of education administrators found that

for some reason, higher education administrators and

politicians understand the need for technology. But

due to the lack of distance education, they are unable

to support the process with adequate staff, simple

supplies and a reasonable operating budget.

Amendments to distance education legislation should

be made so that administrations and politicians can

support technology and related programs;

 It is necessary to develop effective educational

systems to use new technologies in the new

millennium;

 The weaknesses and threats identified in the

SWOT analysis showed that the main challenge is

largely the problems arising from people's subjective

attitudes. As a result, raising awareness about the

strengths of distance learning is very important in

order to effectively implement distance learning and

ensure sustainable education. With such an approach,

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522

weaknesses will be overcome in themselves, and

threats will be transformed into opportunities.

 The innovative way of promoting online

learning is to integrate the Artificial Intelligence (AL)

Systems in the learning process. This involves

creating automated learning instructors to meet

personalized requirements.

 The comprehensive and legally regulated

process of distance education needs to be reflected in

the existing education system, which will ultimately

create the educational model of the future through

evolutionary development. Improving distance

learning will undoubtedly contribute to the formation

of a sustainable education system.

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