The main factors for successful and effective DE delivery in Lithuania

Abstract

The new emphases across Europe on the Information Society, the Knowledge-based Economy and commitments to Lifelong Learning have increased the pressure on all European Governments and educational "providers" to widen access, for all members of society, to education and training opportunities - at a time, place and pace which best suit each learner. While preparing Lithuanian citizens for the integration into the Information society, the priority tasks of continuing education system is to provide them the access to continuing self development and learning and to create the conditions for the fulfilment of these aims [1]. The main actors in distance education (DE) are learners (the main target groups), content developers, and content providers. Spread and demand for DE depend on the target group size, needs and preparation for e-learning. Learners come from increasingly diverse backgrounds, with varied lifestyles and work-life balances. Educational provision needs to match these diverse needs. At present time, DE content developers and providers are mainly universities and colleges in Lithuania. We also acknowledge the fact that the access to information plays one of the most important roles in motivating educators to accept decisions and to start making changes in their ways of tutoring [13]. Insufficient skills and fear to gain the required skills because of the lack of information, expensive internet connection causing restrains to have a PC with internet connection at their private places, as well as the lack of self-confidence result in their negative attitudes towards changes in their working methods