Preprint Article Version 1 Preserved in Portico This version is not peer-reviewed

Distance Learning Exit Economic Model

Version 1 : Received: 23 August 2023 / Approved: 24 August 2023 / Online: 25 August 2023 (09:16:32 CEST)

How to cite: Gaidelys, V.; Čiutienė, R.; Cibulskas, G. Distance Learning Exit Economic Model. Preprints 2023, 2023081767. https://doi.org/10.20944/preprints202308.1767.v1 Gaidelys, V.; Čiutienė, R.; Cibulskas, G. Distance Learning Exit Economic Model. Preprints 2023, 2023081767. https://doi.org/10.20944/preprints202308.1767.v1

Abstract

At the beginning of 2020, with the onset of the pandemic, the traditional learning environment for learners drastically changed globally. Since then, most students/teachers have started and practiced distance and virtual learning/teaching. Thus, a technological breakthrough in virtual learning has followed. In connection with this, many countries worldwide have commenced allocating additional financing and funds for educational institutions' technological improvement and development. The long-term stay in distance learning has revealed and highlighted new problems students face: their knowledge level has decreased, they lack socialization skills, and they face psychological and physical health problems. Due to this negative impact on students, a need to research and evaluate how much the EU countries allocated to solve the distance learning-caused problems and what programs or models they prepared has emerged and encouraged further studies. The research has found that many countries increased their allocations very minimally, e.g., 0.0.1%, but some increased their available budgets to 32%. Notably, most countries did not separate distance learning exit funding from distance learning preparation funding. Based on the problems the countries saw, only a few states identified withdrawal from distance learning as a problem. Considering this, we set ourselves the goal to evaluate exit models from distance learning and allocated funding amounts. The following objectives were planned to achieve the goal: · to evaluate the global practice of exit from distance learning; · to determine the scope of funding for pandemic management; · to evaluate the amounts of funding allocated to manage pandemic-caused consequences and the GDP ratio. Research methods: mathematical-statistical analysis, empirical analysis, and analysis of scientific literature.

Keywords

distance learning; distance learning exit model; distance learning financing; COVID-19 pandemic

Subject

Business, Economics and Management, Economics

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