Revista
de la
Universidad
del Zulia
Fundada en 1947
por el Dr. Jesús Enrique Lossada
DEPÓSITO LEGAL ZU2020000153
ISSN 0041-8811
E-ISSN 2665-0428
Ciencias del
Agro,
Ingeniería
y Tecnología
Año 15 N° 42
Enero - Abril 2024
Tercera Época
Maracaibo-Venezuela
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Digital Technologies and Project Management as the Basis of
Competitiveness of the Distance Business Education
Nataliia Ivanova*
Sergii Ivanets**
Denys Krylov***
Yuliia Kharchenko****
Svitlana Povna*****
Andrii Bondarenko******
ABSTRACT
The purpose of the study is to identify the features of ensuring the competitiveness of distance
business education and modern trends in the development of the field of educational services
and the role of digital technologies and project management in these processes. General
scientific and special methods are used: historical-logical grouping (systematization of
electronic learning system elements, distance education, approaches of project management
etc.); generalization (understanding of modern role and evaluation of distance education and e-
learning resources, digitalization processes). It has been proven that such an alternative to
traditional formal education is more closely correlated with the demands of the labour market,
allows to better and more quickly meet the needs of employers, and for employees to ensure
their professional development throughout their life and to apply their competencies in the
countries of the European Union. Approaches to project management in distance business
education are described. It has been established that project management in business education
has a scientific basis based on pedagogical theories and researches, which supports active,
collaborative and critical learning, and also promotes the development of skills that are
important in today's information society and the labour market.
KEYWORDS: Digital technologies, distance education, e-learning, business education, project
management, competitiveness, higher education institutions, universities, digitalization,
information society, human capital.
*Chernihiv Polytechnic National University, Chernihiv, Ukraine. ORCID: https://orcid.org/0000-0001-6622-7310. Е-
mail: ivanova.nat.vlad@gmail.com
**Chernihiv Polytechnic National University, Chernihiv, Ukraine. ORCID: https://orcid.org/0000-0002-9587-0783.
Е-mail: sergey.ivanets@gmail.com
***Zaporizhzhia National University, Zaporizhzhia, Ukraine. ORCID: https://orcid.org/0000-0001-8522-5433. E-mail:
krylov.denys2021@gmail.com
****Chernihiv Polytechnic National Chernihiv, Ukraine. ORCID: https://orcid.org/0000-0001-6181-548X. Е-mail:
ycharhenkoyp@gmail.com
*****Chernihiv Polytechnic National University, Chernihiv, Ukraine. ORCID: https://orcid.org/0000-0002-0654-
9868 . Е-mail: svitlanapovna@gmail.com
******Chernihiv Polytechnic National University, Chernihiv, Ukraine. ORCID: https://orcid.org/0009-0006-3547-0864.
Е-mail: bondarenko_andrii@outlook.com
Recibido:29/08/2023 Aceptado: 19/10/2023
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Tecnologías digitales y gestión de proyectos como base de competitividad
de la educación empresarial a distancia
RESUMEN
El propósito del estudio es identificar las características que garantizan la competitividad
de la educación empresarial a distancia y las tendencias modernas en el desarrollo del
campo de los servicios educativos y el papel de las tecnologías digitales y la gestión de
proyectos en estos procesos. Se utilizan métodos científicos generales y especiales:
agrupación histórico-lógica (sistematización de elementos de sistemas de aprendizaje
electrónico, educación a distancia, enfoques de gestión de proyectos, etc.); generalización
(comprensión del papel moderno y evaluación de la educación a distancia y los recursos de
e-learning, procesos de digitalización). Se ha demostrado que una alternativa de este tipo a
la educación formal tradicional está más estrechamente correlacionada con las demandas
del mercado laboral, permite satisfacer mejor y más rápidamente las necesidades de los
empleadores y que los empleados garanticen su desarrollo profesional a lo largo de su vida y
apliquen sus competencias en los países de la Unión Europea. Se describen enfoques para la
gestión de proyectos en la educación empresarial a distancia. Se ha establecido que la
gestión de proyectos en la educación empresarial tiene una base científica basada en teorías
e investigaciones pedagógicas, que apoya el aprendizaje activo, colaborativo y crítico, y
también promueve el desarrollo de habilidades importantes en la sociedad de la información
y el mercado laboral actual.
PALABRAS CLAVE: Tecnologías digitales, educación a distancia, aprendizaje electrónico,
educación empresarial, gestión de proyectos, competitividad, instituciones de educación
superior, universidades, digitalización, sociedad de la información, capital humano.
Introduction
Information and knowledge as the highest value of modern society not only affects
all aspects of his life, but also changes the person himself, transforms the value system. The
view of labor as the main source of social wealth is radically changing. Living work is
increasingly evolving in the direction of saturation with its creative content, intellectual
component.
The purpose of this study is to identify the features of ensuring the competitiveness
of distance business education and modern trends in the development of the field of
educational services and the role of digital technologies and project management in these
processes. Phenomena such as project management of distance education process,
acceleration of information load and internationalization and general availability of
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educational resources are considered extremely important. This became possible not only
in the conditions of globalization and European integration, but also with the active
penetration of digital technologies into all spheres of life.
1. Literature Review
Distance education is gaining more and more popularity. Many publications are
devoted to these issues, including some aspects of project management and modern
challenges of the development of digital technologies. Within the scope of the article
(Yılmaz B. et al., 2013), an evaluation of the distance education program in the field of
digitization, which was conducted in Turkey, was carried out. The authors evaluate
distance education in terms of content and organization based on participants' opinions
and determine how and to what extent the education changed participants' awareness of
digitization and digital content management and their level of theoretical and practical
knowledge.
Article (Rakhimberdiev K. et al., 2022) presents the stages of development of
artificial intelligence and its application in the field of modern education, and also considers
the potential of artificial intelligence in education. The scientists proposed algorithms of
intellectual educational processes using CCN and SHAP algorithms for organizing
intellectual educational processes and considered the issue of ensuring the immutability
and confidentiality of student assessment results on distance education platforms.
The authors (Ma L., 2019) note that distance education is usually developed through
live broadcast or video playback. The research of scientists is based on the technology of
digital image processing for image correction of distance education. The research uses a
multi-level processing model to decompose each color channel and then process the
luminance channel of the image, which effectively reduces the computational cost and
provides a fusion effect.
Article (John T. E. Richardson et al., 2015) analyzes the results of a survey conducted
among distance education students, who are often older and more representative of the
adult population. The survey produced a number of findings related to the network
generation and digital natives hypotheses. The results of the study reveal the relationship
between the age of students, their attitudes towards digital technologies and approaches to
learning.
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A survey conducted (Anne Jelfs et al., 2013) to examine access to digital technology,
attitudes towards digital technology and approaches to learning throughout adulthood
among students studying at the UK's Open University found that almost all of these
students had access to a computer and the Internet
A study (Badiru, Adedeji B. et al., 2012) analyzed that the US National Academy of
Engineering used non-traditional classroom learning methods such as distance education
(DE) to supplement the traditional learning environment. The authors determined that
these methods led to more students entering professional careers in science and engineering,
leading to scientific and technological progress. Researchers have demonstrated that
proven project management tools and techniques have been effective in managing all the
steps required to develop and implement a DE program and in evaluation activities to
improve the curriculum and delivery, but younger students were more likely than older
students to have access to other technologies, used those technologies longer, and had more
positive attitudes toward digital technologies.
According to the results of the authors' research (Hong Xiaoqing, 2011), distance
education shows its huge difference from traditional distance education, as it develops. This
difference allows modern distance education to face serious problems: extremely low
effectiveness of learning management, disproportionate cost-effectiveness, serious
duplication and waste of resources, lagging in teaching management and, therefore,
inconsistency with the goals and requirements of education. Based on the analysis of the
development and transformation of distance education, as well as the conditions necessary
for the implementation of project management, scientists are trying to prove the feasibility
of implementing innovative project management in distance education.
The purpose of article (Onojetah Sunday Omorohwovo, 2020) is to investigate a
problem-solving strategy to improve the effectiveness of distance learning to achieve the
goals of business education. The scientists recommended adequate funding, recruitment of
qualified facilitators, production and distribution of educational materials for students and
teachers, appointment of educational administrators and planners as directors of centers,
and regular training of facilitators on the use of ICT during education.
Research paper (Lidiane Britto et al., 2020) analyzed the taxonomy of the student
business model in distance education (DE) in private higher education institutions in Brazil.
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The authors identified two different and repeated business models of distance education,
which were determined on the basis of a study of 43 surveyed institutions.
According to the authors (Carroll D. et al., 2013), a number of situational,
dispositional, and attitudinal factors affect student retention within the framework of
distance education. Scientists offer a number of strategies aimed at improving the retention
of graduate business students by maximizing favorable factors and minimizing the impact
of any identified barriers.
Indeed, there is a lot of research on this issue, but in our opinion, the role of digital
technologies and project management in competitive distance business education requires
further analysis of opportunities, identification of shortcomings and development of
relevant and timely ways of development.
2. Methodology
The theoretical research base has become the fundamental situation of the modern
economic theory in the sphere of knowledge economy, economic growth and economic
integration. General scientific and special methods are used: historical-logical (analysis of
properties, functions and principles of business-education); grouping (systematization of
electronic learning system elements, distance education, approaches of project management
etc.); generalization (understanding of modern role and evaluation of distance education
and e-learning resources, digitalization processes).
The information base of the conducted research was made up of scientific works of
domestic and foreign scientists, as well as publications of recognized experts and analysts
in the field of education. The report and methodical materials of the leading technological
universities of the world and Ukraine were also taken into consideration, including the
study of the positive experience of corporate universities.
The majority of researchers – classics of organizational theories – share human
knowledge in two types:
1) knowledge is formalized, which is expressed as a professional language, formulae,
specific characteristics, etc., so that this type of knowledge can easily be transmitted to one
individual by another;
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2) knowledge informally – it is personal knowledge, the result of individual
experience, which includes such blurred concepts as personal convictions, thoughts and
system of values that are difficult to verbalized.
Hence, two forms of interaction – between informal and formalized knowledge and
individual and organization – determine the existence of four basic processes of
transformation of knowledge, a set of which is the creation of knowledge: from informal to
formalized, from formalized to informal.
In the research, the authors relied on a new global model of business education,
which is based on the following provisions:
- independence and analytical thinking;
- active participation of students in the learning process, rather than passive
perception of information;
- distance education;
- the possibility of practical application of knowledge in real conditions and constant
consultations with employers;
- emphasis on the learning process, rather than memorizing information;
- offer of educational services (programs) adapted to individual needs and requests);
- transparency in the assessment of knowledge;
- incentive systems for the best teachers;
- the ability to find data, operate with it and develop analytical capabilities;
- interdisciplinary training;
- mutual learning and self-organization, teamwork.
3. Results
The conditions in which the world economy is developing today are characterized by
great uncertainty and riskiness and high requirements for innovation and technology.
Therefore, for successful business today, it is necessary to train highly qualified employees
with a significant potential of professional knowledge and skills, who will be able to
quickly respond to all changes in the business environment and effectively manage all
aspects of entrepreneurial activity. Business education programs play a major role in the
formation of modern knowledge of management and general management. New approaches
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to education and professional training are necessary, therefore, new global tasks are being
faced by the business education system.
Romer P., Lucas R. (1986) and other supporters of "new theories of growth" consider
scientific and technological progress as an internal, endogenous factor of economic growth
and largely rely on the concept of human capital. There are three directions in which
investments are made that ensure economic growth: investment in new knowledge,
investment in human capital and intermediate costs aimed at spreading knowledge and
skills.
P. Romer and his followers are developing a model of the knowledge industry that
provides economic growth by producing new ideas. The main provisions of this theory are
as follows:
- each new idea requires a set amount of investment in intangible assets (for example,
knowledge or competence);
- this amount decreases over time, since the knowledge-producing industry can
exploit an ever-increasing stock of knowledge and skills, or, what is the same, produce a
greater number of ideas with constant investment;
- the knowledge industry is a bridge in relation to human capital and uses the
available stock of knowledge as an input;
- the price of new ideas is determined by the volume of investments directed to the
knowledge industry, as well as the intensity and efficiency of their use;
- cheaper new ideas increase macroeconomic productivity and consumer welfare due
to greater choice and better quality (Romer P., 1986).
At the same time, the accumulation of human capital is considered through the
education system. It ensures technological progress, because spending on education
increases the stock of human potential and thus improves the economy's ability to produce
new ideas and gives it comparative advantages in knowledge-intensive industries.
Business education is a dynamic sector of educational services, which should
contribute to the development of human resources through continuous training of
employees, aimed at modernization of the educational system and support of an effective
concept of professional training of personnel for enterprises. Most often, business
education can be imagined as the level of higher education in the field of management and
administration, which is chosen by the management personnel of enterprises. These
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managers already have some practical management experience and education obtained from
relevant educational institutions, such as business schools, corporate universities and
others. During such education, participants acquire a set of skills and knowledge necessary
for business management and personal professional growth.
We consider the competitiveness of education as the ability of the education system
or a specific educational institution to provide a high level of education quality and to
produce graduates who meet the needs of the labor market and society as a whole. This
concept includes various aspects, including the quality of education, accessibility, efficiency
and relevance to the needs of the labor market. In the context of the purpose of our research,
we can name the main factors that affect the competitiveness of business education, and the
forms and methods that ensure it (Fig. 1).
Figure 1. Ensuring the competitiveness of business education
Source: developed by the authors
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First of all, business education should be of high quality, which is determined by the
qualifications and experience of teachers, the relevance of training programs, the
availability of modern equipment and resources for training, as well as methods of
evaluation and ensuring the quality of training. The next factor - the availability of
education implies not only financial availability, but also physical access to educational
institutions and the opportunity to receive education for various categories of the
population, including people with disabilities and low-income groups.
Like any marketable product, education must respond to the needs of the labor
market, providing graduates with the necessary skills and knowledge for competitive
employment or for career advancement in an existing workplace. Obviously, in this context,
educational institutions and educational programs must be ready to adapt to changes in
society and the labor market, updating their product offerings. The availability of research
programs and innovative approaches in education can improve the competitiveness of an
educational institution.
Also, external factors such as international exchange of students and cooperation
with foreign educational institutions, support from the government and society as a whole,
and the use of modern digital technologies in education and management of an educational
institution should be included in the factors of ensuring the competitiveness of business
education.
These factors interact with each other and may vary depending on the specifics of
the country and region. Since, as we mentioned above, business education is a form of
training and development aimed at improving the skills and knowledge of employees, as
well as the development of leadership and management competencies in an organizational
context, it aims to increase the productivity, competitiveness and effectiveness of
employees, contributing to their professional growth and development. This requires
specific forms and methods (mentoring and guidance, professional certifications, etc.).
Adaptation to individual needs, taking into account the level of experience and professional
goals of employees who receive business education. We note that mandatory components
of business education should be trainings and seminars, the availability of electronic
educational platforms, as well as determining the effectiveness of training through the
evaluation of results and the creation of reports on the progress of employees. Business
education should be aimed at developing management skills, decision-making,
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communication and other competencies necessary for leadership in an organization.
Therefore, it is an important component of the success of any organization, as it helps to
maintain and develop the professional abilities of its employees and adapt them to changes
in the business environment.
The formation and development of the knowledge economy is impossible without
the involvement of Internet technologies. The result of the implementation of information
and communication technologies is fundamentally important, such as the delocalization of
production, the possibility of accumulation and storage, which causes significant
limitations to the growth of the volume of services, related to the specificity - the
coincidence of production and consumption in time and space, the non-transportability of
the product. New technologies make it possible to transfer services over any distance and at
any time, accumulate them and store them in an encoded form on physical media or in
electronic form. At the same time, quality characteristics are significantly improved:
consumers get access to a huge array of information and high-class services in real time,
take advantage of a wider selection of services, in other words, get higher utility per unit of
costs. On the basis of new technologies, direct contacts at a distance between consumers
and producers of such initially territorially fixed services as education, medicine, cultural
and entertainment, legal, insurance, consulting, etc. are becoming a reality. Not only new,
but also traditional industries of transport and trade are undergoing intensive technological
changes; fields that are very far in the past from technology are literally transformed -
medicine, financial services, as well as libraries, museums, theaters, pop music, amusement
parks, etc. (Kukarenko, V.M., 2007).
Distance learning. The attention of many scientists is devoted to the research of
distance learning technologies. In particular, some papers consider different definitions of
distance learning, the global economic and technological context of distance learning, and
the global component of higher education in this context. Some definitions create a binary
contrast between face-to-face learning and distance learning, but similarities with online
learning, e-learning, and virtual learning create a blurring of definitions. Analyzed
initiatives and ideas in educational technology, how distance learning should be adapted
and applied (Traxler J., 2018). A number of recent studies have addressed the challenges
posed by distance learning in the context of the COVID-19 pandemic (Lassoued Z. et al.,
2020). These studies aimed to identify barriers to achieving quality distance learning during
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the COVID-19 pandemic and were based on a large sample of university professors and
students in the Arab world (Algerian, Egyptian, Palestinian and Iraqi). The main objective
was to explore the different ways in which students continued their studies at home during
the suspension of university studies due to COVID-19. The researchers use a descriptive
approach using a questionnaire with a selected sample of 400 teacher and student
responses out of 600 results. According to the results, teachers and students faced personal
barriers as well as pedagogical, technical, financial or organizational barriers. Suggestions
for achieving the quality of distance learning can be summarized as follows (Lassoued Z. et
al., 2020):
● providing better university infrastructure by providing computer labs in colleges
and hiring technical staff to train faculty and students in optimal use of technology,
internet and various e-learning programs.
● preparation of high-quality e-courses and placing them on university websites in
open access for all interested parties.
● providing continuing education and learning opportunities for faculty in the field
of distance education and its requirements, as well as the new roles that faculty and
students are taking on.
● diversify distance learning activities in order to stimulate students and motivate
them to self-study.
● providing Internet access to all beneficiaries, especially in rural and remote areas.
Electronic learning (e-learning). The concept of e-learning has been actively and
successfully used for many years, long before the COVID-19 pandemic. E-learning volumes
have grown by approximately 15.4% annually in educational institutions worldwide (Toth-
Stub S., 2020). With the onset of the pandemic, e-learning has attracted additional interest
from researchers. There is a perception that e-education, distance learning and online
learning are different terms of e-learning (Alqahtani A.Y. et. al., 2020). The authors (Abbas
Z. et. al., 2005) defined e-learning as "a broad set of applications and processes that use
available electronic means and tools to provide professional education and training".
Researchers (Muhammad A. et. al., 2016) state that e-learning is "the use of a variety of
technological tools that are web-based, web-delivered, or web-enabled for learning." Every
year the volume of e-learning is increasing because there are many advantages such as
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flexibility, accessibility through the Internet and cost-effectiveness (Naveed Q.N. et. al.,
2017). These advantages make it possible to turn education into a lifelong learning process.
According to research results (Hameed S. et. al., 2008), access to lectures for students at
any time and as many times as needed allows students to better remember information that
is necessary for a traditional education. The quality of training of personnel with higher
education will actually be significantly influenced by: characteristics of the teacher,
characteristics of the student, the level of IT support, technical support, the level of
development of a specific technology, the quality of the created course, developed
instructions for applicants, the e-learning environment, the level of cooperation (between
the teacher and the student, as well as the acquirers among themselves), the quality of the
organization of the learning process in general and the verification of the achievement of
learning outcomes in particular.
In the conditions of rapid digitization of the national economy and educational space,
the need to find modern digital learning technologies based on open educational resources
and adaptive learning tools is becoming more urgent. Moreover, developments require
integrated solutions for electronic management and administration of the life cycle of
training and professional development. In our opinion, it is with such a comprehensive
approach that it is possible to improve the organization of training of personnel with higher
education for the development of high-tech industries of Ukraine.
The development of the global e-learning (electronic learning) market is quite active,
which is facilitated, on the one hand, by the increase in demand for educational services,
and on the other hand, by the development of information technologies and the growth of
the number of Internet users.
The largest number of consumers of e-learning solutions today is concentrated in the
USA and Canada, and among European countries - in Great Britain, followed by Germany,
Italy and France. In the US, distance learning is offered by more than 200 universities and
thousands of colleges, and the number of online courses is increasing by about 30-40%
annually. In the UK, a variety of distance learning programs are offered by more than 50
universities.
The number of online courses offered by commercial structures and aimed at the
corporate sector is growing even more actively. For example, according to a recent British
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Telecom press release, this company alone offers more than 1,700 e-learning programs for
staff training.
The growth in popularity of e-learning is quite stable. Thus, in the USA, according to
the results of the latest Sloan Consortium report, the vast majority of higher education
institutions confirmed the growth of the number of students choosing one or more online
courses. The number of heads of educational institutions who recognize the promise of
online education is also growing, although much more slowly - in the United States, it
increased from 48.8 to 56% in three years, while the number of opponents remained
practically unchanged.
Among American universities, 65% have already recognized distance learning as a
strategy for their development. In May 2012, representatives of Harvard University and the
Massachusetts Institute of Technology announced the launch of a joint online distance
learning project called edX (https://www.edx.org). Each of the partners allocated about 30
million dollars for the development of edX. To date, 25 institutions from around the world
have joined the project. The authors of the project plan to involve 1 billion students in
education.
An analysis of these projects, sometimes called e-universities (such as Coursera,
Udasity, Edx, Khan Academy (www.khanacademy.org), etc.) showed that they have a lot in
common, namely: a potential student chooses a free online course that he is interested, and
subscribes to it. The student's activities include: work with lectures (mainly in the
recording), performance of practical tasks, work in forums for discussion of tasks and
problems arising in the learning process. In addition, the student can pass the final
certification in examination centers around the world to receive a certificate. Massive open
online courses received the general name MOOC (Massive Open Online Courses). It is also
noted that e-learning technologies and MOOCs not only provide great opportunities for
obtaining theoretical foundations and practical skills in a certain subject area, but can also
serve the purposes of popularizing this topic, increasing public interest in it (Borisovsky
Yu.O. et. al., 2010).
In 2017, 23 million new learners signed up for their first MOOC, bringing the total
number of learners to 81 million. This is similar to the 23 million students added in 2016.
The world's two MOOC providers (by registered users) added a similar number of learners
in 2017 as they did in 2016. MOOCs list five providers with registered users in 2017:
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Coursera - 30 million, Edx - 14 million, XuetangX - 9.3 million, Udacity - 8 million,
FutureLearn - 7.1 million (Chekurin V.F. et. al., 2011).
According to the authors of this study, the following platforms are the most common
in Ukraine. First of all, we should note Prometheus - the largest Ukrainian project of mass
open online courses, which started working in October 2014. On the website
(prometheus.org.ua), free online courses prepared by leading Ukrainian and international
specialists began to be taught. Today, it is a large-scale portal with dozens of programs on
various topics: from entrepreneurship to preparation for admission to higher educational
institutions. The project is considered one of the leaders in the modernization of Ukrainian
education.
During its development, well-known foreign analogues were taken as an example,
but with adaptation to the needs of Ukrainian consumers. In addition to the function of an
educational platform, which hosts adapted courses from the best universities in the world,
the project is engaged in the creation of unique programs in cooperation with teachers of
leading universities of Ukraine. The topics covered in the courses are developed taking into
account the realities of Ukrainian life and the needs of domestic business.
Also successful projects launched in 2012 are Coursera (https://www.coursera.org/)
and Udacity (https://www.udacity.com), which educate hundreds of thousands of students
(the costs of these projects are: Udacity - $16 million, Coursera – $22 million).
One of the largest consolidators of online courses from the world's leading
universities is Coursera (www.coursera.org), which was launched in April 2012. The first
institutions of higher education that agreed to provide their scientific materials are
Stanford, Princeton, Michigan and Pennsylvania universities. Today, Coursera has more
than 35 million students, 150 partner universities, and 2,700 developed courses.
The next resource is EdEra (https://www.ed-era.com) - a Ukrainian educational
project that creates full-fledged online courses in the MOOS format and accompanying
materials of a wide profile. The project began its activities with the launch of the first
online courses in Ukraine on preparation for external independent evaluation. The project
team, together with the teachers, independently develops all the content and places the
courses on its online platform. As of August 2023, this platform has 108 courses and is
growing rapidly.
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In addition to those listed, there are many e-learning platforms that can be paid or
free for information, but users of the latter may be offered paid testing or obtaining a
certificate.
The use of information and telecommunications technologies fundamentally changed
the course of the distance learning to process. Modern e-learning is an interactive process
with constant dynamics, so it has to possess a complex of specific properties and features
(Fig. 2).
The distance educational process is implemented in a specific informational and
educational environment - a set of informational, technical and educational-methodical
components that purposefully provide it. At the same time, such an environment is both a
condition and a means of learning and upbringing, and its specificity also lies in the fact
that it changes relationships in the educational process, shifting the emphasis from direct
(live) communication (person-person) to mediated interaction (person -environment).
Mandatory structural components of an online learning environment should be two
subsystems: assessment and training. The evaluation subsystem usually includes pre-
testing of the user to reveal his actual level of knowledge. This approach is more effective,
compared to the absence of the stage of fixing the initial state of knowledge. Firstly, it will
allow to select information and tasks in accordance with the client's needs. Secondly, the
initial assessment will serve as a control point and a basis for comparison when
determining the quality of education and issuing the appropriate certificate.
The learning subsystem provides information in a variety of forms and a defined
content, which is determined by the user's needs, course features, technical features, etc.
One of the standards in the field of software products for e-learning is a collection of
standards and specifications developed for distance learning systems, called SCORM
(Sharable Content Object Reference Model) and based on the XML standard (Szabo M.,
2002). This standard (first published in 2004) includes requirements for the structure of
courses and packages of learning material, the interaction of content objects and the
learning management system, as well as organization and navigation.
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Figure 2.
Structuring of distance education systems
Source: developed by the authors
The most famous electronic distance learning systems (ESDS) that support the
SCORM standard are:
Sakai is free and open source software implemented in Java;
Moodle is free and open source software implemented on PHP and MySQL;
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ILIAS is free and open source software implemented in PHP and MySQL, distributed
under the GNU license;
SABA is a commercial software product of Saba Software Inc.
According to the functionality of creating and managing training and educational
content, software solutions in the field of e-learning can be divided into the following
categories:
- authoring software products (Authoring Packages);
- content management systems (Content Management Systems - CMS) or learning
content management systems (Learning Content Management Systems - LCMS);
- learning management systems (Learning Management Systems - LMS);
- virtual learning environments (VLE).
Proprietary products usually allow the teacher to independently develop educational
content based on visual programming. The teacher should only care about putting the
necessary information in the right place. This information in the form of a fragment of text,
an illustration or a video fragment is placed on the screen in visual mode. Examples include
Dreamweaver, Authorware, DazzlerMax, Lectora Publisher, Quest, ToolBook, Trainersoft,
Web Course Builder. A fairly complete overview of these systems can be found in the works
(Borisovsky Yu.O. et. al., 2010; Chekurin V.F. et. al., 2011).
Another pole of such products are software tools developed for a certain highly
specialized field, for example, for the needs of one department or even a separate discipline.
An example can be ELM-ART, QUIZPACK, WebEx and many others.
Usually, proprietary products have a relatively limited scope of application, and
there are also possible difficulties with the reuse of developments in other educational
projects.
Modern models of higher education, aimed at quality indicators of professional
training and qualification improvement of personnel for high-tech industries of the country,
are project-problem- and research-oriented.
Project-based learning (project-based learning - PBL)
allows to ensure a high degree of student involvement, directs their efforts to the
development of real products, contributes to the formation of practical skills in the
development and implementation of projects (Pengyue Guo et. al., 2020). Characteristic
features of PBL are focus on educational goals, participation in educational activities,
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establishment of cooperation between students, setting of guiding questions (driving
questions), achievement of applied results, use of facilitation technologies to support higher
education seekers by the teacher throughout the entire project activity (Krajcik J.S. et. al.,
2014). In the process of training and improving the qualifications of personnel, PBL is able
to bring powerful results, as they stimulate innovative thinking, develop creativity and
teamwork skills while maintaining the optimal level of autonomy of students when
performing project tasks (Fig. 3).
Therefore, project management in business education has a scientific basis based on
pedagogical theories and research that supports active, collaborative and critical learning,
and also contributes to the development of skills that are important in today's information
society and the labor market.
The integration of PBL techniques into the educational process will increase the level
of competitiveness of graduates of higher education institutions in the labor market due to
the development of not only their professional, highly specialized (hard skills), but also the
so-called "soft" skills (soft skills).
The application of PBL requires teachers to constantly improve themselves and strive
to find innovative forms of pedagogical work. The teacher must be ready to review the usual
forms of interaction with students, to change his role from a transmitter of knowledge and
a curator to a facilitator, as well as to carefully rethink the structure and design of classes.
In particular, classes based on a project-oriented approach should begin with the posing of
a guiding question regarding a problem that is relevant for a specific high-tech industry in
Ukraine. In the future, according to the vector of the outlined question, students will
implement a joint activity of understanding the formulated problem, selecting effective
tools for its solution. In today's conditions of digitization, PBL in higher education is
inextricably linked with the use of digital technologies.
The training of highly qualified specialists is impossible without an effective system
of electronic document management and training management systems. Such systems
include various LMS systems, chatbots, database management systems and other software
products that facilitate work with student data and reduce the burden on teachers during
routine operations.
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Figure 3.
Project management approaches in distance business education
Constructivism and active
learning
Principles of pedagogy of
cooperation
Fostering the development of collaborative skills that are
important in both educational and business environments. Joint
problem-solving and collective projects can increase motivation
and learning effectiveness
Adaptation to changes in
the educational
environment
Social development
Development of critical
thinking
Source: developed by the authors
The use of such systems makes it possible to significantly simplify work with
students, reduce the number of routine operations and, as a result, free up the teacher's time
for more creative work with students, individual verification of creative tasks, personal
work with students. The speed of reaction and response of such systems, as well as their
ability to work around the clock, allows to improve the quality of students' work on the
material due to quick assessment of tasks, reminders about deadlines, reduce the stress of
beginners at the beginning of studies due to answering standard questions.
Not all types of work with students are subject to automation. It is undesirable to
automate answers to individual tasks that require some creative work. For example,
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development of individual projects or completion of coursework. To evaluate such activity,
it is necessary to check not only the fulfillment of formal requirements, but also to check
the correctness of the proposed solutions and their optimality. In this case, the teacher's
competence and knowledge of modern trends in a specific field are necessary.
4. Discussion
Considering that research (Ann-Kathrin Jaekel et al., 2023) is relevant, we would
like to draw attention to the conducted analysis of the relationship between teaching
characteristics and ratings of teaching quality and students' learning experience. The
results of the study showed that teachers' communication with colleagues, their ability to
maintain good relationships with their students contributed to quality distance education.
We support the study (Yildiz Merve et al., 2023), which analyzed the decisions
made during the pandemic, outlined the reasons for making such decisions, indicated the
changes made, the problems that arose, and outlined the solutions developed to solve the
main problems.
In our opinion, research (
Ра
khomova T. et al., 2022) is relevant, where we want to
pay attention to the functional-system methodical approach used by the authors. Both
theoretical and practical aspects of the research were obtained, in particular, the proposed
mechanisms of distance learning in higher educational institutions of Ukraine.
Sharing the opinion of scientists (Grytsenko I. et al., 2022), we would like to note
that really new technologies have a significant impact on increasing the range of distance
learning methods and techniques. Scientists assessed the educational potential of high-tech
means of communication and applications, revealed their impact on modern
communication opportunities during distance learning in higher education institutions,
which is extremely relevant.
We also consider relevant studies (Cosmulese C.G. et al., 2019; Kholiavko N. et al.,
2021, 2022; Popelo O. et al., 2023; Arefiev S. et al., 2022; Marhasova V. et al., 2023) that
examine the development of higher education in the context of digitalization and within
the framework of the concept of sustainable development.
Taking into account the above, it can be stated that the conducted research is
distinguished by the author's approach and scientific novelty, is relevant and timely in the
current conditions of the distance business education development.
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Conclusion
Since the globalized world will also be dominated by information and
communication technologies based on the exchange of knowledge - both everyday, which
will require constant identification and self-determination of each nation, and special,
which will determine progress and success in the ethno-cultural environment and identity.
At the same time, the higher the level of intellectualization of the society of each country,
the easier it will be to preserve the national identity and develop the corresponding
spiritual culture. Thus, technologies for increasing intellectualized development are socially
significant and belong to innovations, primarily social.
The conducted analysis of the distance learning system allows us to assert that the
formation of the knowledge economy as a paradigm of the development of modern society,
together with the spread of Internet technologies, formed an incentive for the development
of informal and informal education. Such an alternative to traditional formal education is
more closely related to the demands of the labor market, allows to meet the needs of
employers better and more quickly, and for employees to ensure their professional
development during their life and to apply their competencies in the countries of the
European Union.
Therefore, in accordance with the "Council Recommendations on the Recognition of
Non-Formal and Informal Education" adopted by the Commission of the European Union
(Commission of the European Union, 2012), it is recommended that all member countries
provide opportunities for their citizens to recognize their skills and abilities acquired
outside formal education and training systems, and to use such recognition in work and
further education across Europe. The specified document sets out instructions to create
national systems of recognition of non-formal and informal learning, which allow all
citizens to gain recognition of their knowledge, abilities and skills and competencies,
regardless of the conditions in which learning took place.
Therefore, national recognition systems for non-formal and informal learning should
focus on the following four aspects of recognition: defining learning outcomes,
documenting them, evaluating them against agreed standards and certifying them.
The main prerequisites and factors for adapting the outlined model of distance
education to the requirements of the labor market include: the need to develop a university
innovative culture; renewal of innovative and digital infrastructure; increasing the
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motivation of researchers to generate and transfer innovations to the real sector of the
national economy; improvement of the current legislation in terms of expanding the
possibilities of implementing commercial activities of higher education institutions;
improving the qualifications of scientific and pedagogical workers not only in the scientific
and educational spheres, but also at enterprises of high-tech industries; creation of
conditions for attracting foreign professors; intensification of teaching practice by
specialists-practitioners in domestic universities; modernization of approaches to
strategizing and state regulation of the development of the business education system.
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