Challenges and solutions in distance learning

Recent climatic events and unfortunate incidents in some governorates of the Sultanate of Oman have led us to discuss the importance of distance learning. The exceptional circumstances brought on us by the coronavirus pandemic a few years ago had necessitated the use of digital technologies for remote working and learning. Some countries, communities, and institutions managed to adapt to and accept these new conditions despite the challenges associated with unfamiliar changes.

The Sultanate of Oman was among those nations that embraced remote working and learning systems through various technological means and platforms. The experience, which lasted for about two years during the pandemic, was largely successful, despite some challenges considered part of the transition process in any society moving from a traditional industrial to a more digital society. This transition aligned with industry and education needs, allowing for cost reductions while maintaining quality. Many government and private institutions continued to adopt these digital practices even after the pandemic had subsided, based on the successful outcomes demonstrated after a clear trial of remote work and education practices.

In this article, we focus on distance learning, which becomes crucial with every exceptional circumstance like climatic events and pandemics to ensure continuity of educational progress. This can only be achieved by creating digital awareness and leveraging digital efforts and tools to translate and sustain digital practices into reality in the education sector at both school and university levels.

At the onset of transitioning to digital education (distance learning) in Oman, whether through partial or comprehensive application, the community was divided between supporters and opponents. Supporters endorsed this shift due to the necessity imposed by the pandemic to continue education, while opponents argued against it, claiming lack of readiness among some community members for digital transformation. This transition from traditional to digital education posed challenges due to insufficient digital skills among some teachers, students, and parents, as well as lack of adequate digital tools like Internet connectivity and computers. The government exerted efforts to overcome many of these challenges by providing technical support to families under social security and limited income and encouraging telecommunications companies to expand and strengthen their networks.

Many of these efforts were fruitful in overcoming some of these challenges, although some still pose obstacles in achieving widespread, sustainable digital education, which is part of Oman Vision 2040 to achieve digital transformation across all sectors.

It is clear from the narrative that the challenges facing the progress of distance learning primarily lie in the weak community awareness of digital transformation and its tools and importance, exacerbated by the limited spread of digital systems like computers and support systems like Internet and telecommunication networks.

Some areas, especially those with challenging geographies like mountainous regions, lack complete or partial Internet and telecommunication networks, including homes and schools. Alongside these main challenges, there are issues related to educational platforms, particularly those for school education, which lack important features like automatic student attendance recording, avoiding traditional error-prone methods, and ensuring education quality. There is also an absence of a digital assessment system that allows platforms to evaluate student performance instead of traditional methods, which undermines the effectiveness of education.

Moreover, some educational curricula and teaching methods, especially those with practical aspects, whether in schools or universities, have difficulty adapting to digital education, which struggles to achieve an appropriate educational level despite some individual efforts by teachers to overcome these difficulties by exploring digital laboratories that simulate real scientific laboratories and presenting them to students.

Thus, some practical curricula, especially at the university level requiring practical learning in laboratories and workshops, were temporarily suspended until return to traditional education system, causing loss of important educational elements and opening calls for investment in supporting digital educational platforms and linking them with virtual laboratories that can simulate reality, with many digital options available.

Experiences from countries with advanced digital transformation show that success requires a partnership between the public and private sectors. These collaborations enhance community involvement and sustain development in areas like education, benefiting all involved, including the private sector's role in supporting education and boosting local expertise. For digital practices like distance learning to thrive, they need regular integration into weekly routines, ensuring continuity rather than being restricted by short-term needs. It's crucial to maintain momentum in digital initiatives to avoid the setbacks seen post-Covid-19 pandemic.