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COMPARISON OF DISTANCE LEARNING OFFERS BY POLISH AND UKRAINIAN
UNIVERSITIES BEFORE COVID-19
W.P. Okulicz-Kozaryn, Dr. Hab., MBA, Professor Wroclaw University of Environmental and Life Sciences (Poland, Wroclaw)
DOI: 10.24411/2500-1000-2020-10391
Abstract. The aim of the study was to compare distance learning offers by Polish and Ukrainian Universities before COVID-19. The following methods were used for the research: literature review; sociology (planning of experiments, questionnaire survey, grouping and processing of results); statistics (primary processing, verification of statistical hypotheses).
The object of the research is distance learning in Polish and Ukrainian Universities. The subject of the research is offers in distance learning of Polish and Ukrainian Universities. The Research hypothesis: there were not significant differences of the Universities' offers in distance learning in Poland and Ukraine before COVID-19.
The results are of great practical importance:
- University management systems in Poland and Ukraine must equip Universities for distance learning.
- Polish and Ukrainian professors, policy makers, managers and educators must use distance learning methods for teaching.
The results can be used to study the problem in East European universities.
Key-words: distance learning, educational services, Universities' offers, distance learning offers, COVID-19
Introduction. The COVID-19 has attacked the civilization. Since March 11, the World Health Organization has declared a pandemic [1]. Many governments have declared quarantines and other restrictive measures. Universities have also become objects of restrictions.
The paper [2] studied the definition of "educational services". In this paper, the author back to idea of education services. The author would like to acquaint the reader with the result of analysis of distance learning offers by Polish and Ukrainian Universities before COVID-19. Today, this problem is important, because the Governments of Poland and Ukraine suddenly forced Universities to use distance learning.
This empirical study involved respondents from Poland and Ukraine. This article will not cover e-learning methods, quality or tools. Rather, we are talking about the prerequisites for managing of educational services. It will address the issues of organizing the educational process using distance learning.
Methods. This empirical study was carried out since March 2017 till March 2020. The study surveyed 349 respondents. This was 16 groups of respondents from Polish and Ukrainian Universities.
The aim of the study is to compare distance learning offers by Polish and Ukrainian Universities before COVID-19. The object of the research is distance learning in Polish and Ukrainian Universities. The subject of the research is offers in distance learning of Polish and Ukrainian Universities.
The Research hypothesis: there were not significant differences of the Universities' offers in distance learning in Poland and Ukraine before COVID-19.
The following research methods were used in the work:
- literature review;
- sociology (planning of experiments, questionnaire survey, grouping and processing of results);
- statistics (primary processing, verification of statistical hypotheses).
The characteristics of the respondents are given in table 1.
Table 1. The characteristics of the respondents
№ Specialty Number, N Forms of study University
1. Poland
1 Administration, 2 degree, 2 year 69 part-time Pedagogical University of Kraków
2 Social economy, 1 degree, 1 year 20 full-time
3 Social economy, 1 degree, 2 year 12 full-time
4 Social economy, 2 degree, 2 year 14 full-time
5 Law, 1 degree, 4 year 10 full-time
6 Finance and Accounting, 1 degree, 3 year 29 full-time Kraków University of Economics
7 Management, 1 degree, 2 year 17 full-time University of Technology, Koszalin
8 Economics, 1 degree, 2 year 16 full-time
9 Turystyka i Rekreacja, 1 degree, 3 year 20 full-time
Total respondents: 207 -
2. Ukraine
10 Pharmacy, 1 degree, 2 year 30 full-time Rivne Medical Academy
11 Electromechanics, 1 degree, 3 year 15 full-time Kharkiv National University of Urban Economy
12 Medical business, 1 degree, 5 year 27 full-time Vinnytsia National Medical University
13 International economic relations, 1 degree, 4 year 15 full-time Dnipro National University of O. Gonchar
14 International economic relations, 2 degree, 1 year 15 full-time
15 Law, 1 degree, 2-4 years 25 full-time W. Dahl East Ukrainian National University
16 Law, 2 degree, 1-2 years 15 full-time
Total respondents: 142 -
Total number of respondents: 349 -
Source: The results of own experiment
Table 1 shows that the study included 349 respondents from two East European countries. The size of each group was selected in an amount from 12 to 69 people. There were undergraduate and graduate students, fulltime and part-time students, students of Humanities, natural Sciences and technical specialties among them.
A questionnaire was prepared for the survey of students as consumers of educational services (Appendix). The offer of Polish and Ukrainian universities regarding distance learning was evaluated based on the opinions of students.
The most important question for students was:
- what is a share of distance learning at the University in reality - percentage of the total number of academic subjects.
Questionnaires for each group of students were statistically processed. The purpose of statistical processing was the calculation of the expected value (X), the standard deviation for the sample (Sx), the standard deviation for the population (Sx-1).
These students' opinions related to the universities' offers of distance learning at the date of the survey.
The verification of statistical hypotheses was performed in accordance with the recommendations set forth in the statistical textbooks [3, 4].
And, at last, the author has made the conclusion.
Literature review. The analysis of 50 sources in journals, indexed in the databases SCOPUS and Web of Science was performed. Additionally, the publications of legal information have been studied. The publications have been studied in following journals: Active Learning in Higher Education, Adult Education Quarterly, AERA Open, American Educational Research Journal, Arts and Humanities in Higher Education, Australian Journal of Education, Contemporary Education Dialogue, Education and Training, Educational Management Administration & Leadership, Educational Policy, Educational Researcher, European Educational Research Journal, Journal of Experiential Education,
Journal of Hispanic Higher Education, Journal of Studies in International Education, Journal of Transformative Education, Higher Education for the Future, Industry and Higher Education, Management in Education, Power and Education, Sociology of Education, Research in Education, Review of Educational Research, etc.
In particular, in the literature review it was checked: how have Polish and Ukrainian Universities reacted in response to the COVID-19?
Poland reacted to the WHO decision on the pandemic [5] quickly and decisively. This applies, at least, to the sphere of education. Polish authorities immediately stopped classes in schools and universities on March 11, 2020. And they announced training via the Internet [6]. All 100% of classes with students must be held in e-learning mode until the cancellation of quarantine measures.
The reaction of the Ukrainian authorities included two stages in relation to educational institutions. At the first stage, starting since March 12, all educational institutions were quarantined [7]. This was ordered to the administration and teachers of educational institutions to prepare for the transition to distance learning. At the second stage, the quarantine was extended since March 26 to April 24 [8]. Since March 26 all 100% of classes must be in the form of e-learning.
Thus, responding to the threat of COVID-19, the Polish and Ukrainian University management systems increased the share of e-learning to 100%.
Results
Grouping and processing of results
The Polish and Ukrainian universities' offers in distance learning, are given in Table 2. This is data for 2018 and 2019. That is, these survey data were obtained just before the very beginning of epidemic COVID-19.
Table 2. The Polish and Ukrainian universities' offers in distance learning in 2018 and 2019
№ Specialty Number, N X Sx Sx-1
Poland
1 Administration, 2 degree, 2 year б9 17,1В 13,43 13,55
2 Social economy, 1 degree, 1 year 20 33,53 15,28 15,78
3 Social economy, 1 degree, 2 year 12 25,00 9,81 10,21
4 Social economy, 2 degree, 2 year 14 13,33 7,99 8,7б
5 Law, 1 degree, 4 year 10 15,70 9,5б 10,07
б Finance and Accounting, 1 degree, 3 year 29 20,00 13,72 14,14
7 Management, 1 degree, 2 year 17 5,33 8,84 9,15
В Economics, 1 degree, 2 year 1б 3,75 В,5б 8,85
9 Turystyka i Rekreacja, 1 degree, 3 year 20 10,00 10,95 11,23
Ukraine
10 Pharmacy, 1 degree, 2 year 30 13,50 13,б7 13,90
11 Electromechanics, 1 degree, 3 year 15 35,83 39,25 41,0
12 Medical business, 1 degree, 5 year 27 5,40 11,4б 11,б7
13 International economic relations, 1 degree, 4 year 15 12,8б 8,81 9,51
14 International economic relations, 2 degree, 1 year 15 12,б7 27,19 28,15
15 Law, 1 degree, 2-4 years 25 2б,12 23,42 23,90
1б Law, 2 degree, 1-2 years 15 22,00 21,03 21,77
Source: The results of own calculations
Table 2 shows the expected value (X) for the Polish and Ukrainian universities' offers in distance learning. These data were obtained in 2018 and 2019. Table 2 does not give answer to question: were there significant dif-
ferences of the Universities' offers in distance learning in Poland and Ukraine?
Data of table 2 are presented in graphical form on the Figure 1. Here the expected value (X) is entered for each group of respondents.
The universities' offers in distance learning in Poland and Ukraine in 2018 and 2019
40 -
35
30
25
20
15
10
5
0
Group Group Group Group Group Group Group Group Group Group Group Group Group Group Group Group 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
■ universities' offers
Source: The results of own calculations. Figure 1. The Universities' offers in distance learning in Poland and Ukraine in 2018 and 2019
Fig. 1 does not give a clear idea of any correlations. In particular, Fig. 1 does not give answer to question: were there significant differences of the Universities' offers in distance learning in Poland and Ukraine?
Verification of statistical hypotheses can provide reliable, scientifically based answers to these questions. Verification of statistical hypotheses allow to get new scientific
knowledge about distance learning in Poland and Ukraine.
It was drawn up two new groups of samples for the statistical comparison of the Polish and Ukrainian offers, regarding distance learning (table 3). In table 3, the expected value (X) for each of the Respondent groups were used to calculate the new statistical indicators. The expected values of the Respondent groups (X) were taken in table 2.
Table 3. Summary table of Polish and Ukrainian universities' offers in distance learning in
2018 and 2019
№ Country Statistical indicators
Number of Respondent groups, n X 5x 5x-1
1 Poland 9 0,16 0,09 0,10
2 Ukraine 7 0,18 0,09 0,10
Source: The results of own calculations.
Table 3 shows that Universities' offers in distance learning in Poland and Ukraine are approximately equal.
Verification of statistical hypotheses: are there significant differences of the Universities' offers in distance learning in Poland and Ukraine?
At this stage of verification of statistical hypotheses, a research hypothesis and an Alternative hypothesis were considered. In other words, it will be checked: are these Universi-
ties' offers in distance learning in Poland and Ukraine equal?
The Research hypothesis is H0: pi - p2 = 0,0.
The Research hypothesis asserts that there are no significant differences of the Universities' offers in distance learning in Poland and Ukraine, if one does not take into account random deviations.
The Alternative hypothesis is H1: - p2 * 0,0.
The Alternative hypothesis asserts that there are significant differences of the Universities' offers in distance learning in Poland and Ukraine, if one does not take into account random deviations.
Fig. 1 did not show the differences of the Universities' offers in distance learning in Po-
land and Ukraine. So, it will be estimated the difference between two mathematical expectations at a confidence level of 99,0 [9].
Table 4 presents the calculation results for verification of statistical hypotheses.
Table 4. Data for verification of statistical hypotheses: are there significant differences of the Universities' offers in distance learning in Poland and Ukraine?_
№ Indicator Poland Ukraine
1 the size of a sample, n 9 7
2 the expected value, X 0,16 0,18
3 | X1 - X2 | 0,02
4 - ^2 0,00
5 the standard deviation for the sample, 5x 0,42 0,43
6 average error, SX = 5x / Vn 0,140 0,013
7 S2 0,0196 0,0002
8 S12 - S22 0,0003
9 V( S12 - S22) 0,0173
10 | zstat | 1,16
11 the value ztabl for the level of significance 99,0 2,58
12 Result, | tstat | > ttabl No
Source: The results of own calculations.
Table 4 shows that for Universities' offers the ztabl = 2,58 is more than | zstat | = 1,16, then the Research hypothesis is accepted: there are no statistically significant differences of the Universities' offers in distance learning in Poland and Ukraine, if one does not take into account random deviations.
This is the new scientific knowledge: differences of the Universities' offers in distance learning in Poland and Ukraine are not significant. This difference should not be taken into account when solving a wide range of strategic management tasks in Polish and Ukrainian distance learning.
In other words, Universities' offers in distance learning in Poland and Ukraine are equal. This means that these two samples can be combined into one for to design further measures for prevention of COVID-19 in higher education in Poland and Ukraine.
Discussion
The results of this empirical study are ready for discussion.
In this study, the independent opinions of 349 respondents were transformed into new scientific knowledge. We cannot consider the results as a new scientific law, or a new scientific concept, or a new scientific regularity. We are sure that we got new
scientific knowledge. The results show that the Universities' offers in distance learning are equal in Poland and Ukraine. The value of the offer of Universities in Poland was 16% before COVID-19. The value of the offer of Universities in Ukraine was 18% before COVID-19. These figures are 5-6 times less than what Universities are duty to provide today in distance learning.
In the scientific part of the study, we have proved the Research Hypothesis: there were not significant differences of the Universities' offers in distance learning in Poland and Ukraine before COVID-19.
In the practical part of the study, the significance of the results means that University management systems must equip Universities for distance learning. Polish and Ukrainian professors, policy makers, managers and educators must use distance learning methods for teaching.
Are number of respondents enough to get the overall picture? Yes, they are. For example, in the article [10] it was 84 respondents only. In the paper [11] 28 nurses were purposely selected and interviewed. And, in the research [12] the research was carried out with the participation of 15 university students only. So, we can be sure
that 349 respondents are enough to get reliable results in the study.
Can you trust the results?
The results were accepted for the standard significance level of 99,0%. It shows that the solutions will be correct in approximately 99,0% of cases and incorrect only in 1,0% of cases. We have a decision-making process with accurate, controlled probability.
Conclusions
1. The aim of this empirical study has been achieved. It was compared distance learning offers by Polish and Ukrainian Universities before COVID-19.
2. The Universities' offers in distance learning in Poland and Ukraine were 16% and 18% before COVID-19. The Research Hypothesis was proved: there were not significant differences of the Universities' offers in distance learning in Poland and Ukraine before COVID-19.
3. In the practical part of this study, there are two recommendations for University management systems:
- University management systems in Poland and Ukraine must equip Universities for distance learning.
- Polish and Ukrainian professors, policy makers, managers and educators must use distance learning methods for teaching.
4. The next task is to study problem at East European universities.
Acknowledgement
The study was carried out in 2017-2020 with the support of the East European Research Group (Azerbaijan, Belarus, Poland, Serbia, Ukraine).
The author would like to thank reviewers for their insightful comments on an earlier draft of this manuscript.
Country and city:
Name of the University (school):
Specialty, course of study:
Gender (underline, please): Male Female Transgender Refuse to answer
Appendix Questionnaire
The questionnaire is completely anonymous. Date of completion
Please write down your answers regarding the last 2-3 semesters.
Your answers will help us to make learning more effective and enjoyable.
1. I like to study (underline, please): YES NO
2. I like to write term papers and presentations (underline, please): YES NO
3. I like to take exams (underline, please): YES NO
4a. I prefer to take exams (underline, please, only one option): in the oral form in the written form in the form of a test
46. If you prefer exams in the form of test, what option do you prefer exactly (underline, please, only one option): with open answers with closed answers and single choice with closed answers and multiple choice
5. Most of all, I prefer when on the current lectures (underline, please, only one option):
- The lecturer has a presentation and I write with slides
- The lecturer slowly dictates, and I write under dictation
- The lecturer quickly tells, and I write, that keep up
6. What method of examination did the examiners use (on average) - for the answer use the numbers, please, % (0; 10; 20; 30; 40; 50; 60; 70; 80; 90; 100, the sum should be 100%):
- in the form of oral
- in the form of written
- in the form of a test
the sum: = 100%
7. What method of lectures did lecturers use (on average) - please, for the answer use the numbers, % (0; 10; 20; 30; 40; 50; 60; 70; 80; 90; 100, the sum should be 100%):_
- The lecturer has a presentation, and students write with slides
- The lecturer slowly dictates, and students write under dictation
- The lecturer quickly tells, and students write, that keep up
the sum: =100%
8. Write the share of subjects in English language in Universities (for example, at the University where you study) - please, for the answer use the numbers (0; 10; 20; 30; 40; 50; 60; 70; 80; 90; 100 (the sum ^ 100), %:
- it is need for me today
- it is today in reality
- it will take in 5 years
- it will take in 20 years
the sum: ф 100%
9. Write the share of distance learning in Universities (for example, at the University where you study) - for the answer use, please, the numbers (0; 10; 20; 30; 40; 50; 60; 70; 80; 90; 100 (the sum ^ 100), %:
- it is need for me today
- it is today in reality
- it will take in 5 years
- it will take in 20 years
the sum: ф 100%
10. I attend lectures on average (underline, please), %: <20 21-40 41-60 61-80 81-100
11. I prepare for exams (underline, please), days: 0 1-2 3-5 regular in semester
12. My favorite subjects of study are:_
Bibliography
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СРАВНЕНИЕ ПРЕДЛОЖЕНИЙ ПО ДИСТАНЦИОННОМУ ОБУЧЕНИЮ ПОЛЬСКИХ И УКРАИНСКИХ УНИВЕРСИТЕТОВ ДО COVID-19
В.П. Окулич-Казарин, д-р пед. наук, МВА, профессор Вроцлавский университет экологических и биологических наук (Польша, г. Вроцлав)
Аннотация. Цель исследования состояла в том, чтобы сравнить предложения по дистанционному обучению польских и украинских университетов до COVID-19. Для исследования использовались следующие методы: обзор литературы; социология (планирование экспериментов, анкетирование, группировка и обработка результатов); статистика (первичная обработка, проверка статистических гипотез).
Объектом исследования является дистанционное обучение в польских и украинских университетах. Предметом исследования являются предложения по дистанционному обучению в польских и украинских университетах. Гипотеза исследования: до COVID-19 не было существенных различий в предложениях университетов по дистанционному обучению в Польше и Украине.
Полученные результаты имеют большое практическое значение:
- Системы управления университетами в Польше и Украине должны оснащать университеты для дистанционного обучения.
- Польские и украинские профессора, политики, менеджеры и преподаватели должны использовать дистанционные методы обучения для преподавания.
Полученные результаты могут быть использованы для изучения данной проблемы в восточноевропейских университетах.
Ключевые слова: дистанционное обучение, образовательные услуги, предложение Вузов, предложение в дистанционном обучении, COVID-19.
