Distance Education Model in Nicaragua. Challenges and obstacles

Abstract

Educación a Distancia (EaD, Distance Education) shifted learning process by encouraging the virtual format. Hence, an e-learning model tailored to the Nicaraguan reality is raised in this research to ease the shift to virtuality by institutions and encourage quality education programs in line with national strategies for higher education 2022-2030. Research found distance higher education model’s vital traits in Nicaragua to enhance quality, innovative, relevant and inclusive education. The methodology was applied, qualitative, interpretative, descriptive and intentional non-probabilistic sampling with literary analysis, semi structured interviews and non-participant observation to gather data. Findings underline the need for a holistic approach with administrative, pedagogical, and technological dimensions for an effective embrace of e-learning, comprising better learning processes. These traits secure programs’ inclusivity and quality, along with increasing learning success. Likewise, for the programs’ success, innovative learning creation and didactic material development are vital as they enhance learning experiences and keep courses up to date. The academic input is to give Instituciones de Educación Superior (IES, Higher Education Institutions) a distance learning education model to be a benchmark, tailored for undergraduate, graduate, master’s and continuous education in b-learning and e-learning. Obstacles limited economic resources and national legal framework.