sustainability

Article Online Education in the Russian : Employers’ Confidence and Educational Institutions’ Readiness

Konstantin S. Zaikov 1,* , Aleksandr A. Saburov 2, Aleksandr M. Tamitskiy 1 and Aleksey S. Nikiforov 2

1 Department of Regional Studies, International Relations and Political Sciences, Northern (Arctic) Federal University Named after M.V. Lomonosov, 163002 , ; [email protected] 2 Institute for Strategic Development of the Arctic, Northern (Arctic) Federal University Named after M.V. Lomonosov, 163002 Arkhangelsk, Russia; [email protected] (A.A.S.); [email protected] (A.S.N.) * Correspondence: [email protected]; Tel.: +7-953-2660586

Abstract: The rapid spread of online learning demonstrates that it is becoming one of the trends in the development of vocational education in the modern world. Along with the obvious advantages of online learning such as cost reduction, cross-border opportunities for receiving it, and adaptability for students, educational institutions encounter specific difficulties: a lack of optimal teaching methods, inflexibility of the institutional environment to the use of new teaching technologies, the transformation of communication between teachers and students, and technological unpreparedness for the development of online learning. At the same time, the need to solve the problem of accessibility of education and fill the shortage of labor resources in Russia, in particular its Arctic zone (AZRF),   will contribute to the spread of online learning practices. To consider developing online education, this article, on the one hand, presents the results of a study of the regional employers’ confidence Citation: Zaikov, K.S.; Saburov, A.A.; in education in a non-traditional format and, on the other hand, shows the readiness of vocational Tamitskiy, A.M.; Nikiforov, A.S. educational institutions to implement training programs in a distance format. The main research Online Education in the Russian method was a questionnaire survey, in which 2240 organizations and 344 professional educational Arctic: Employers’ Confidence and Educational Institutions’ Readiness. institutions located in the Russian Arctic took part. The survey results indicate that more than Sustainability 2021, 13, 6798. https:// half of employers (58%) declared the applicability of online learning in the Russian Arctic, but doi.org/10.3390/su13126798 about 40.6% of companies do not consider applicants with a diploma from online education. At the same time, employers’ confidence in distance learning in higher education is lower than in Academic Editors: Tianming Gao, vocational secondary education. Additionally, the majority of institutions of higher education (62.5%) Vasilii Erokhin, Konstantin Zaikov, believe in the possibility of using distance education in the Russian Arctic, while organizations of Andrei Jean Vasile, Jonel Subi´cand vocational secondary education (64.98%) have the opposite opinion. Based on the results of the study, Grigorios L. Kyriakopoulos recommendations for federal and regional authorities were prepared.

Received: 5 June 2021 Keywords: online education; distance learning; the Arctic region; educational institutions; employers Accepted: 13 June 2021 Published: 16 June 2021

Publisher’s Note: MDPI stays neutral 1. Introduction with regard to jurisdictional claims in published maps and institutional affil- Discussions about online learning in education have been active for several decades. iations. The development of technology platforms is increasingly driving the explosive growth of online learning [1], while the popularity of distance learning as a distinct lifestyle is becoming more evident [2]. During the COVID-19 pandemic, many companies and educational institutions switched over to remote learning, becoming participants in a large-scale “experiment” Copyright: © 2021 by the authors. Licensee MDPI, Basel, . to introduce online education. Minimizing social interaction was considered as a factor in This article is an open access article reducing the spread of infections [3]. In March 2020, 1.2 billion students in 186 countries distributed under the terms and found themselves outside of their educational institutions, and the volume of the online conditions of the Creative Commons education market in 2020 exceeded USD 250 billion. Additionally, the predicted value of Attribution (CC BY) license (https:// its growth will be about 21% in the period until 2027 [4]. creativecommons.org/licenses/by/ The explosive growth in the volume of online learning has provoked controversy 4.0/). around issues related to ensuring the quality of teaching, the development of new teaching

Sustainability 2021, 13, 6798. https://doi.org/10.3390/su13126798 https://www.mdpi.com/journal/sustainability Sustainability 2021, 13, 6798 2 of 12

methods, the nature of communication between students and teachers, and institutional barriers concerning changes in the timing of the educational process and obtaining qual- ifications. At the same time, in practice, teachers and students face a large number of technical, social, and financial problems [5,6]. Feedback from students, the development of differentiated teaching and grading practices, the recording of online lectures, and the academic support of students are considered as the key factors for quality online education and increasing student satisfaction with learning [7]. Data from surveys of online students indicate the convenience of mastering the educational program at their own pace but, at the same time, this format of education is inferior to classroom teaching [8]. In addition, students note that online learning has a negative impact on health and social interaction [9]. In general, the online learning format in scientific research is considered as an alterna- tive to classroom learning without compromising its quality [10]. According to the rector of the Higher School of Economics, Yaroslav Kuzminov, the introduction of online courses can replace low-quality distance education courses at the university, and the money can be redirected to the creation of scientific laboratories [11]. In other cases, the epithet “diploma factory” has been applied to educational insti- tutions that have institutional barriers to creating conditions for high-quality learning of an educational program in a distance format [12]. At the same time, the inferiority of communication in the process of distance learning between teachers and students is emphasized [13]. The rector of the European University at St. Petersburg, Vadim Volkov, notes that online education can act as an addition, but not a replacement for traditional education. Complete remote learning, in many cases, cannot replace practice-oriented training, ensure socialization and education of students, form networks of friendly contacts for the future, or create a holistic lifestyle that changes a person. In his opinion, the leading universities are unlikely to decide to “trade” full-fledged diplomas for distance learning, but the sale of individual courses, additional programs, and various certificates will increase [14]. Discussions about the quality of education [15] may have an impact on the credibility of different educational formats among students, clients of educational services, and employers. When looking for candidates for vacancies, employers determine the criteria for selection, recruitment, and hiring techniques [16]. When recruiting, employers pay more attention to the qualifications, experience and skills of a specialist [17], interpersonal skills, and reputation of the university, sometimes demonstrating negative bias towards new universities [18]. At the same time, the level of education is one of the conditions for employment and the basis for career trajectories [19]. The very format of obtaining an education can have an impact on employment oppor- tunities. Employer surveys show that hiring decision makers rate traditional education more positively than online education [20]. A negative attitude towards it associates it with a lower level of education quality, fragmentation of the courses studied, insufficient opportunity to develop competencies for a career, as well as a high risk of the spread of academic dishonesty among students [21]. With the existing effect of distrust in online education, employers impose such require- ments on employee training as reducing the cost of implementing educational programs, ensuring transparency of training content, and increasing confidence in learning outcomes, as well as the release of demanded human resources for corporate activities and replenish- ing missing resources [22]. Thus, the advantages and disadvantages of distance learning for consumers, devel- opers, suppliers, and organizers of the educational process and other stakeholders are due to various factors that are combined into the following groups: economic (lower cost of training, but costs for hardware and software are required); social (the possibility of obtaining a prestigious certificate or diploma without leaving home, but this is impossible without a high degree of self-organization of the student); organizational (the process Sustainability 2021, 13, 6798 3 of 12

of monitoring training is simplified); and meaningful (there is a possibility of multiple repetition of the material) [23]. Russian legislation provides for the possibility of online education. Based on Chapter 2 of Art. 16.1 of the Federal Law of 29 December 2012 No. 273-FZ “On Education in the Russian Federation”, e-learning means the organization of educational activities using the information contained in databases for educational programs and information technologies, technical means, providing its processing, as well as information and telecommunication networks that ensure the transmission of this information over communication lines, and the interaction of students and teachers [24]. Organizations can implement educational programs or their parts exclusively using e- learning, distance learning technologies, organizing training sessions in the form of online courses that provide students, regardless of their location and organization in which they master the educational program, the achievement and assessment of results of training by organizing educational activities in an electronic information and educational environment to which open access is provided via the Internet. The applicability of online education in the Arctic zone of the Russian Federation (AZRF) is significantly influenced by its specificity of settlement and socio-economic development. On the one hand, low population density and the presence of remote settlements with a low level of development in educational and social infrastructure [25] are prerequisites for the development of distance learning, which can itself contribute to responding to these challenges. At the same time, the problem of the topic is reinforced by the growing imbalance between the demand and supply of labor resources in the Russian Arctic [26] and the widespread manifestation of emigration sentiments of students at universities in the Arctic region [27]. At the same time, an objective obstacle to the development of e-learning is the limited share of households with broadband Internet access (81.3% in 2019) [25]; most of them live in large cities and metropolitan areas with a developed education system. An additional limitation to the development of online education may be the low level of employers’ confidence in graduates with distance education certification. To study the possibility of developing online education for training specialists for the needs of the economy and social sphere of the Russian Arctic, it is necessary to study, on the one hand, regional employers’ confidence in education in a non-traditional format and, on the other hand, the readiness of the network of vocational educational institutions to implement training programs in a distance format.

2. Materials and Methods Sociological data on the development of online education and the opinions of em- ployers were obtained within the framework of applied research work on the topic: “Com- pliance of the existing network of educational institutions of vocational secondary and higher professional education with the staffing needs of employers operating in the Arctic zone of the Russian Federation, and prospects development of personnel policy in the Arctic zone of the Russian Federation”. This project was implemented by the State University (Russia, of ) together with the Northern (Arctic) Federal University named after M.V. Lomonosov (Russia, Arkhangelsk) under the guidance of Professor V.A. Gurtov. The questionnaire toolkit was developed by specialists of Petrozavodsk State Univer- sity (V.A. Gurtov, I.S. Stepus, A.V. Simakova), and the survey was carried out jointly by the project team. Section5, “Online education for the Arctic zone of Russia”, of the questionnaire for employers was aimed at determining the applicability of the practice of obtaining profes- sional education online for the conditions of the Arctic zone, the degree of acceptability of the existing online education system, and the willingness to hire a specialist with a diploma from a professional online education. These variables of the questionnaire were tested in previously conducted sociological studies among organizations [17]. Sustainability 2021, 13, x FOR PEER REVIEW 4 of 13

Section 5, “Online education for the Arctic zone of Russia”, of the questionnaire for employers was aimed at determining the applicability of the practice of obtaining profes-

Sustainability 2021, 13, 6798 sional education online for the conditions of the Arctic zone, the degree of acceptability4 of 12 of the existing online education system, and the willingness to hire a specialist with a di- ploma from a professional online education. These variables of the questionnaire were tested in previously conducted sociological studies among organizations [17]. SectionSection4 ,4, “Online “Online education”, education”, of of the the questionnaire questionnaire for for vocational vocational education education organiza- organi- tionszations contained contained variables variables aimed aimed at determining at determining the the acceptability acceptability of online of online learning learning practice, prac- itstice, compliance its compliance with with the requirementsthe requirements for for the the Arctic Arctic regions, regions, the the possibility possibility of of distance distance learninglearning in in a a number number of of specialties, specialties, and and an an opinion opinion on on the the willingness willingness of of employers employers to to hire hire graduatesgraduates of of distance distance educational educational programs programs to to vacancies. vacancies. TheThe questionnaires questionnaires used used closed-ended closed-ended questions questions for for further further quantitative quantitative analysis analysis of of datadata and and generalization generalization of of information information [ 20[20].]. TheThe sample sample includes includes a totala total of of 2240 2240 organizations organizations from from all entitiesall entities that that form form part part of the of Russianthe Russian Arctic. Arctic. Data Data on the on number the number of interviewed of interviewed employers employers in each in region each region are presented are pre- insented Figure in1 .Figure 1.

Murmansk

Arkhangelsk Oblast

Republic of (Yakutia)

Komi Republic

Chukotka Autonomous Okrug

Krasnoyarsk Krai

Republic of Karelia

Nenets Autonomous Okrug

Yamalo-Nenets Autonomous…

0 100 200 300 400 500 600 700

Number of organizations

FigureFigure 1. 1.The The numbernumber ofof employingemploying organizationsorganizations thatthat tooktook partpart inin thethe survey,survey, by by subjects subjects of of the the RussianRussian Arctic, Arctic, n n = = 2240.2240.

FigureFigure2 2presents presents data data on on the the number number of of organizations organizations by by type type of of economic economic activity. activity. The sample of vocational educational institutions is represented by 344 institutions, including 277 organizations of secondary vocational education and 67 of higher education. Figure3 shows the distribution of institutions by the subjects of the Russian Arctic. The survey of employers of the Russian Arctic was carried out from June to September 2020, and organizations of secondary and higher professional education were sampled from August to October 2020 by sending them invitations to participate in the study, including instructions and links to the information system for filling out the questionnaire forms.

Sustainability 2021, 13, 6798 5 of 12 Sustainability 2021, 13, x FOR PEER REVIEW 5 of 13

OKVED Section (Russian National Classifier of Types of Economic Activity) 0 500 1000 Section A. Agriculture, forestry, hunting, 99 fishing and fish farming

Section B. Mining 67

Section C. Manufacturing 40

Section D. Supply of electricity, gas and 55 steam; air conditioning Section E. Water Supply; water disposal, 22 organization of waste collection and…

Section F. Construction 30

Section G. Wholesale and retail trade; repair 38 of motor vehicles and motorcycles

Section H. Transportation and storage 108

Section I. Activities of hotels and catering 19 establishments Section J. Information and communication 49 activities

Section K. Financial and insurance activities 24

Section L. Real estate activities 24

Section M. Professional, scientific and 50 technical activities Section N. Administrative activities and 35 related additional services Section O. Public Administration and 177 Military Security; social Security

Section P. Education 944

Section Q. Activities in the field of health 153 and social services Section R. Activities in the field of culture, 288 sports, leisure and entertainment

Section S. Provision of other services 16

Section T. Activities of households as 1 employers; undifferentiated activities of… Section U. Activities of extraterritorial 1 organizations and bodies

FigureFigure 2.2. TheThe numbernumber ofof employingemploying organizationsorganizations thatthat tooktook partpart inin thethe surveysurvey byby OKVED,OKVED, in units,units, nn == 2240.2240.

The sample of vocational educational institutions is represented by 344 institutions, including 277 organizations of secondary vocational education and 67 of higher educa- tion. Figure 3 shows the distribution of institutions by the subjects of the Russian Arctic.

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Arkhangelsk Oblast

Sustainability 2021, 13, 6798 Krai 6 of 12 Sustainability 2021, 13, x FOR PEER REVIEW 6 of 13

Murmansk Oblast

Nenets Autonomous Okrug

RepublicArkhangelsk of Karelia Oblast

KrasnoyarskKomi Republic Krai

Republic ofMurmansk Sakha (Yakutia) Oblast

ChukotkaNenets Autonomous Autonomous Okrug Okrug

Yamalo-Nenets AutonomousRepublic of OkrugKarelia

Komi Republic 0 20 40 60 80 100 120 140

Republic of Sakha (Yakutia) Figure 3. The number of vocational educational institutions that took part in the survey, by subjects of the RussianChukotka Arctic, Autonomous n = 344. Okrug

Yamalo-NenetsThe survey ofAutonomous employers Okrug of the Russian Arctic was carried out from June to Septem- ber 2020, and organizations of secondary and higher professional education were sampled from August to October 2020 by sending0 them20 40invitation60 s 80to participate100 120 in140 the study, in-

cluding instructions and links to the information system for filling out the questionnaire forms.FigureFigure 3.3. TheThe numbernumber ofof vocationalvocational educationaleducational institutionsinstitutions thatthat tooktook partpart inin thethe survey,survey, byby subjectssubjects ofof thethe RussianRussian Arctic,Arctic, nn == 344.344. 3. Results 3. ResultsThe survey of employers of the Russian Arctic was carried out from June to Septem- More than half of employers (58%) declared the applicability of online education in ber 2020,More and than organizations half of employers of secondary (58%)declared and higher the professional applicability education of online were education sampled in the Russian Arctic. This share in the context of regions as a whole does not change, with thefrom Russian August Arctic. to October This share 2020 in by the sending context them of regions invitation as a wholes to participate does not change,in the study with, the in- the exception of the Chukotka Autonomous Okrug, where two thirds (66%) of the re- exceptioncluding instructions of the Chukotka and links Autonomous to the information Okrug, where system two for thirds filling (66%) out of the the questionnaire respondents spstatedforms.ondents the possiblestated the advantages possible advantages of distance of education distance (Figureeducation4). (Figure 4).

3. Results More than Arkhangelskhalf of employers Oblast (58%) declared the applicability of online education in the Russian Arctic. This share in the context of regions as a whole does not change, with the exception of the Chukotka Autonomous Okrug, where two thirds (66%) of the re- spondents stated Murmanskthe possible Oblast advantages of distance education (Figure 4). Nenets Autonomous Okrug ArkhangelskKomi Republic Oblast Republic ofKrasnoyarsk Sakha (Yakutia) Krai Chukotka AutonomousMurmansk Okrug Oblast Yamalo-NenetsNenets Autonomous Autonomous Okrug Okrug Republic of Karelia 0 20 40 60 80 100 Komi Republic Applicable / rather applicable than not Republic of Sakha (Yakutia) ChukotkaNot Autonomous applicable Okrug/ rather not applicable than applicable

FigureYamalo-Nenets 4. Attitude ofAutonomous employers toOkrug the applicability of online education in the context of the subjects Figure 4. Attitude of employers to the applicability of online education in the context of the subjects of the Russian Arctic, in %. of the Russian Arctic, in %. 0 20 40 60 80 100 By type of economic activity, the largest share of employers who positively consider the applicability of onlineApplicable education / rather relates applicable to information than not and communication activities (69%), water supply, wastewaterNot applicable disposal, / rather waste not applicable collection than and applicable disposal, pollution elimination activities (68%), processing industries (65%), as well as to professional, scientific, and technicalFigure 4. Attitude activities of employers (about 68%). to the The applicability most pessimistic of online education on this issuein the context are the of enterprises the subjects fromof the theRussian areas Arctic, of “administrative in %. activities and related additional services” (48.57%) and

Sustainability 2021, 13, 6798 7 of 12

“financial and insurance activities” (45.83%), despite the fact that there is a high level of digitalization in finance and insurance. When asked about the correspondence of the online education system to the one that would be successful and applicable for their organization, employers answered identically. About 58.7% of employers noted that the existing online education system is consistent with the ideas of success and acceptability for their organizations. The ratio of the shares practically did not change either in the context of the constituent entities of the Russian Federation or in the context of the types of economic activity (the deviation was in the range of 0.01–2.91%). When asked about the readiness to hire a specialist who has a diploma from an online form of professional education, the opinions of employers were divided. About 16.3% of organizations already have such specialists on their staff, and 43.1% of employers are considering such an opportunity, provided that the applicant successfully passes entrance examinations (interviews) and a probationary period. At the same time, 40.6% of companies do not consider applicants with a diploma from an online education platform. This generalization of unequal attitude toward online and traditional diplomas correlates with similar surveys [20]. Small differences in educational levels were revealed: employers are less willing to hire candidates with “online diplomas” for positions requiring higher education, and welcome such applicants for positions requiring vocational secondary education in programs for training mid-level specialists. This circumstance may be associated with a large shortage of blue collar workers. In the context of the regions, companies from the Republic of Karelia and the Republic Sustainability 2021, 13, x FOR PEER REVIEWof Sakha (Yakutia) are the most positive in terms of the recruitment of a specialist with8 of 13 a professional diploma from an online platform. The least optimistic are the organizations of the Arkhangelsk Oblast and the Yamalo-Nenets Autonomous Okrug (Figure5).

Yamalo-Nenets Autonomous Okrug Chukotka Autonomous Okrug Republic of Sakha (Yakutia) Komi Republic Republic of Karelia Nenets Autonomous Okrug Krasnoyarsk Krai Arkhangelsk Oblast

0 50 100 The organization has employees with diplomas of online education (distance learning)

No, but the organization is ready to recruit employees with a diploma of online education (distance learning) in case of the successful completion of the applicant's entrance examinations (interview) and probationary period

Figure 5. Willingness of employers of the Russian Arctic to hire a specialist with a professional diploma granted by an online platform, by regions, in %. Figure 5. Willingness of employers of the Russian Arctic to hire a specialist with a professional di- ploma Thegranted answers by an online of employers platform, by to regions, the same in %. question are multivariate, depending on the type of their economic activity. The impossibility of considering applicants with an The answers of employers to the same question are multivariate, depending on the type of their economic activity. The impossibility of considering applicants with an online education diploma was mainly stated by organizations working in the fields of mining (53%), manufacturing (51%), water supply (52%), construction (51%), transportation and storage (55%), and real estate (58%). Employers in the following types of economic activ- ities declared their readiness to hire such candidates: the activities of hotels and catering establishments (63%), activities in the field of information and communications (63%), and financial and insurance activities (75%). A noteworthy fact was that there was a certain discrepancy in the answers to previous questions from employers in the water supply sector (68% stated the applicability of online education) and finance (only 46% supported the idea of the applicability of distance learning). Perhaps this is due to the lack of a clear understanding of the various forms of distance education. A survey of educational institutions of higher and vocational secondary education operating in the Russian Arctic revealed the following results of work. Unlike employers, organizations of secondary vocational education (64.98%) believe that the practice of ob- taining an online education is not applicable to the conditions of the Arctic region. At the same time, a significant difference was recorded in the answers of organizations of higher education. On the contrary, most of them (62.5%) believe in the possibility of using dis- tance education in the Russian Arctic. In the context of the regions, only in the Yamalo- Nenets Autonomous Okrug (54.55%) and the Republic of Karelia (60.87%) did the major- ity of educational organizations recognize the applicability of this form of education (Fig- ures 6 and 7).

Sustainability 2021, 13, 6798 8 of 12

online education diploma was mainly stated by organizations working in the fields of mining (53%), manufacturing (51%), water supply (52%), construction (51%), transportation and storage (55%), and real estate (58%). Employers in the following types of economic activities declared their readiness to hire such candidates: the activities of hotels and catering establishments (63%), activities in the field of information and communications (63%), and financial and insurance activities (75%). A noteworthy fact was that there was a certain discrepancy in the answers to previous questions from employers in the water supply sector (68% stated the applicability of online education) and finance (only 46% supported the idea of the applicability of distance learning). Perhaps this is due to the lack of a clear understanding of the various forms of distance education. A survey of educational institutions of higher and vocational secondary education operating in the Russian Arctic revealed the following results of work. Unlike employers, organizations of secondary vocational education (64.98%) believe that the practice of obtaining an online education is not applicable to the conditions of the Arctic region. At the same time, a significant difference was recorded in the answers of organizations of higher education. On the contrary, most of them (62.5%) believe in the possibility of using distance education in the Russian Arctic. In the context of the regions, only in the Yamalo-Nenets Autonomous Okrug (54.55%) and the Republic of Karelia (60.87%) did the Sustainability 2021, 13, x FOR PEER REVIEW 9 of 13 majority of educational organizations recognize the applicability of this form of education (Figures6 and7).

Arkhangelsk Oblast Krasnoyarsk Krai Murmansk Oblast Republic of Karelia Komi Republic Republic of Sakha (Yakutia) Chukotka Autonomous Okrug Yamalo-Nenets Autonomous Okrug

0 20 40 60 80 100

Applicable / rather applicable Not applicable / rather not applicable

FigureFigure 6.6. The attitude of higher education institutions towardstowards onlineonline professionalprofessional educationeducation forfor thethe RussianRussian ArcticArctic conditions,conditions, inin %.%. It is important to note that the question did not indicate whether it was about transfer- ring the entire educational process to a distance format or only a part of it. It was possible that the surveyedArkhangelsk organizations Oblast answered only the question regarding the complete transi- tion to online learning.Krasnoyarsk Krai According to educational organizations, the practice of distance learning is most ap- Murmansk Oblast plicable for the following enlarged groups of specialties: economics and management (the specialtiesNenets of this Autonomous group were namedOkrug 73 times), computer science and computing (28 times), service and tourismRepublic (19 times), of Karelia jurisprudence (18 times), education and pedagogical sci- ences (17 times), and appliedKomi Republic geology, mining, oil and gas business and geodesy (15 times). Moreover, educational organizations did not indicate specific forms of online learning Republic of Sakha (Yakutia) when answering this question. Thus, there is no information on whether educational orga- nizationsChukotka consider Autonomous all forms ofOkrug e-learning acceptable, according to the specified enlarged groupsYamalo-Nenets of specialties, Autonomous such as Okrug full-fledged diplomas of online learning, blended learning, and open online courses. 0 20 40 60 80 100 120

Applicable / rather applicable Not applicable / rather not applicable

Figure 7. The attitude of organizations of vocational secondary education towards online profes- sional learning for the Russian Arctic conditions, in %.

It is important to note that the question did not indicate whether it was about trans- ferring the entire educational process to a distance format or only a part of it. It was pos- sible that the surveyed organizations answered only the question regarding the complete transition to online learning. According to educational organizations, the practice of distance learning is most ap- plicable for the following enlarged groups of specialties: economics and management (the specialties of this group were named 73 times), computer science and computing (28 times), service and tourism (19 times), jurisprudence (18 times), education and pedagogi- cal sciences (17 times), and applied geology, mining, oil and gas business and geodesy (15 times). Moreover, educational organizations did not indicate specific forms of online learning when answering this question. Thus, there is no information on whether educa- tional organizations consider all forms of e-learning acceptable, according to the specified enlarged groups of specialties, such as full-fledged diplomas of online learning, blended learning, and open online courses.

Sustainability 2021, 13, x FOR PEER REVIEW 9 of 13

Arkhangelsk Oblast Krasnoyarsk Krai Murmansk Oblast Republic of Karelia Komi Republic Republic of Sakha (Yakutia) Chukotka Autonomous Okrug Yamalo-Nenets Autonomous Okrug

0 20 40 60 80 100

Applicable / rather applicable Not applicable / rather not applicable

Sustainability 2021, 13, 6798 9 of 12 Figure 6. The attitude of higher education institutions towards online professional education for the Russian Arctic conditions, in %.

Arkhangelsk Oblast Krasnoyarsk Krai Murmansk Oblast Nenets Autonomous Okrug Republic of Karelia Komi Republic Republic of Sakha (Yakutia) Chukotka Autonomous Okrug Yamalo-Nenets Autonomous Okrug

0 20 40 60 80 100 120

Applicable / rather applicable Not applicable / rather not applicable

Sustainability 2021, 13, x FOR PEER REVIEW 10 of 13 FigureFigure 7.7. TheThe attitude attitude of of organizations organizations of vocationalof vocational secondary secondary education education towards towards online online professional profes- learningsional learning for the for Russian the Russian Arctic conditions,Arctic conditions, in %. in %.

WhenItWhen is important askedasked aboutabout to note thethe that possibilitypossibility the question ofof switchingswitchin did notg toindicateto distancedistance whether learninglearning it was inin aabouta numbernumber trans- ofof specialties,ferringspecialties, the aentire a majority majority educational of of institutions institutions process of higher toof ahigher distance education education format indicated or indicated only this a part as this a possibilityof as it. a It possibility wa (60%).s pos- Institutionssible(60%). that Institutions the of surveyed vocational of vocational organizations secondary secondary education, answered education, ononly the the contrary,on question the contrary, demonstrated regarding demonstrated the pessimism complete pes- ontransitionsimism this issue,on to this online pointing issue, learning. pointing out the out impossibility the impossibility or rather or rather the impossibility the impossibility of switching of switching to distanceto distanceAccording learning learning to in educationala in number a number oforganizations, specialties of specialties (64.19%). the (64.19%). practice of distance learning is most ap- plicableSimilarly,Similarly, for the specialties followingspecialties forenlarged for which which groups educational educational of specialties: organizations organizations economics considered considered and management such such an an opportu- oppor- (the nityspecialtiestunity were were distributed: of distributed: this group economics wereeconomics named and managementand 73 times),management computer (specialties (specialties science of this andof group this computing weregroup named were (28 51times),named times), service 51 informatics times), and informatics tourism and computing (19 and times), computing (20jurisprudence times), (20 service times), (18 andtimes) service tourism, education and (18 tourism times), and pedagogi-(18 jurispru- times), dencecaljurisprudence sciences (14 times), (17 (14times), educationtimes), and education applied and pedagogical geology, and pedago mining, sciencesgical oil sciences and (21 times),gas (21 business times), and applied and and geodesy applied geology, (15ge- mining,times).ology, mining, Moreover, oil and gasoil and educational business gas business and organizations geodesy and geodesy (13times). did (13 not times). indicate specific forms of online learningInIn general,general, when answering respondents respondents this from from question. educational educational Thus, organizationsthere organizations is no information assess assess the the on compliance compliance whether educa- of of the the onlinetionalonline organizations education education system system consider of of their theirall organizations forms organizations of e-learning rather rather acceptable highly highly in relation, inaccording relation to the toto requirements the the specified require- forenlargedments this for system groups this system in of the specialties, Arctic in the regions Arctic such regions (Figure as full -8(Figurefledged). 8). diplomas of online learning, blended learning, and open online courses.

vocational secondary education

higher education

0 50 100

Compliant / rather compliant Non-compliant / rather non-compliant

No answer

FigureFigure 8. 8.The The opinionopinion ofof educationaleducational organizationsorganizations on on the thecompliance compliance of of the the online online education education system system withwith the the Arctic Arctic regions regions requirements, requirements, by by education education level, level, in in %. %.

Yamalo-NenetsYamalo-Nenets Autonomous Autonomous Okrug Okrug (100%), (100%), the Republic the Republic of Sakha of (Yakutia) Sakha (73.40%),(Yakutia) and(73.40%), the Republic and the of Republic Karelia (60.80%)of Karelia rate (60.80%) their online rate their education onlinesystems education as verysystems high. as Thisvery high. This indicator is at a rather low level in the Nenets Autonomous Okrug (33.3%) and Chukotka Autonomous Okrug (40%).

4. Discussion The skepticism of educational organizations regarding the applicability of online ed- ucation for the Arctic territories is partially confirmed by their low level of readiness to hire a specialist with an online education diploma; only 27.68% of organizations are ready to do this. At the same time, the share of university representatives who are positively disposed on this issue is slightly higher (35%) than the share of colleges and technical schools (26.69%). Among the subjects, the Yamalo-Nenets Autonomous Okrug (only 18.18% are ready to apply this practice) and the Chukotka Autonomous Okrug (20%) stand out on this issue. The highest indicator of readiness for adoption is shown by the Komi Republic educational organizations—37.5%. Learning with the use of distance technologies today is becoming an integral part of the educational process, including higher and vocational secondary education. The key advantages of e-learning, especially significant for the Russian Arctic, are the lower cost of training, the possibility of receiving quality education remotely, and unlim- ited access. According to the survey findings of educational organizations, the use of online learning is most applicable in the fields of economics and management, computer science,

Sustainability 2021, 13, 6798 10 of 12

indicator is at a rather low level in the Nenets Autonomous Okrug (33.3%) and Chukotka Autonomous Okrug (40%).

4. Discussion The skepticism of educational organizations regarding the applicability of online education for the Arctic territories is partially confirmed by their low level of readiness to hire a specialist with an online education diploma; only 27.68% of organizations are ready to do this. At the same time, the share of university representatives who are positively disposed on this issue is slightly higher (35%) than the share of colleges and technical schools (26.69%). Among the subjects, the Yamalo-Nenets Autonomous Okrug (only 18.18% are ready to apply this practice) and the Chukotka Autonomous Okrug (20%) stand out on this issue. The highest indicator of readiness for adoption is shown by the Komi Republic educational organizations—37.5%. Learning with the use of distance technologies today is becoming an integral part of the educational process, including higher and vocational secondary education. The key advantages of e-learning, especially significant for the Russian Arctic, are the lower cost of training, the possibility of receiving quality education remotely, and unlimited access. According to the survey findings of educational organizations, the use of online learning is most applicable in the fields of economics and management, computer science, service and tourism, law, education and pedagogical sciences, and applied geology, mining, oil and gas business and geodesy. According to the study, most AZRF employers already have an employee with an online education diploma on their staff or are ready to accept such a job seeker. However, the share of pessimistic employers is quite high, which requires a change in attitude towards online education and a decision on the question of how qualifications are awarded by educational institutions [2]. At the same time, online learning has a number of significant limitations. First, distance education, in many cases, cannot replace practice-oriented training [28] and ensure the socialization of students. Secondly, distance education requires a corresponding development of the information and communication infrastructure: the availability of high-speed Internet access and access to teaching aids (personal computers, platforms, and resources for online learning). This problem is especially relevant for organizations of vocational secondary education. Thirdly, since online learning requires the appropriate skills of students and a high level of their self-organization, it is necessary to provide high-quality methodological support for this process [29]. Thus, it is possible to form the following recommendations for federal and regional authorities: - To provide access to high-speed Internet for residents of the regions of the Russian Arctic; - Modernize the digital environment of educational organizations of the Russian Arctic and provide access to modern platforms of distance education; - To study the possibility of creating distance learning resource centers on the basis of regional universities of the Russian Arctic for training pedagogical personnel in the region; - To stimulate and support the implementation of educational programs in a network form, including distance formats, in educational institutions of higher and vocational secondary education located in the territory of the Russian Arctic and leading Russian educational institutions.

5. Conclusions and Future Research The results of the study indicate the widespread use of distance learning technologies in vocational education. However, the further development of online education in the Russian Artic will be associated with contradictions between the reduction in economic Sustainability 2021, 13, 6798 11 of 12

costs of training and the risk of a decrease in the quality of education; with the possibility of remote education and the lack of practice-oriented training of specialists; with the adaptability of online education and the lack of resources for high-quality methodological support of the educational process; and finally, with the rapid training of specialists in professions with shortages and the inadequacy of their competencies for work in the Arctic. Further research prospects are associated with identifying mechanisms and technolo- gies for optimizing the implementation of online vocational education to meet the trust and interests of employers and students, as well as to overcome the imbalance in training personnel for the needs of the economy and social sphere of the Russian Arctic.

Author Contributions: Conceptualization, A.A.S.; methodology, A.A.S.; validation, A.M.T.; in- vestigation, A.A.S. and A.S.N.; data curation, A.S.N.; writing—original draft preparation, A.M.T.; writing—review, and editing, A.M.T., A.A.S. and K.S.Z.; project administration, A.A.S. All authors have read and agreed to the published version of the manuscript. Funding: This research was funded by the Autonomous non-profit organization “Agency for the Development of Human Capital in the Far East and the Arctic” and was carried out within the framework of the project “Compliance of the existing network of educational institutions of vocational secondary and higher professional education with the staffing needs of employers operating in the Arctic zone of the Russian Federation, and prospects development of personnel policy in the Arctic zone of the Russian Federation” (No. COM15052000041). Data Availability Statement: The data presented in this study are available on request from the corresponding author. Conflicts of Interest: The authors declare no conflict of interest.

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