Global Journal of Management and Business Research, G: Interdisciplinary, Volume 23 Issue 1

collected through document analysis, including institutional reports, policies, and curricula, as well as interviews with key stakeholders, such as administrators, educators, and students. 3. Expert interviews: We identified experts in the field of education and educational technology through a combination of purposive and snowball sampling. Interviews were conducted using video conferencing tools, and were recorded and transcribed for analysis. c) Data Analysis The data analysis process involved a combination of quantitative and qualitative techniques. 1. Quantitative Data Analysis: We conducted descriptive and inferential statistical analyses on the compiled dataset to examine trends in remote learning adoption, student performance, and access to technology during the pandemic. Analyses included descriptive statistics correlation analysis, and regression modeling, using statistical software such as SPSS and R. 2. Qualitative Case Study Analysis: We employed thematic analysis to identify patterns and themes in the case study data, focusing on the challenges, strategies, and outcomes associated with remote learning during the pandemic. Data was coded using qualitative data analysis software, such as NVivo and Atlas.ti, and themes were organized into a conceptual framework. 3. Expert Interview Analysis: We used content analysis to identify recurrent themes and insights in the expert interviews, focusing on the challenges, innovations, and future implications of remote learning during and after the COVID-19 pandemic. Data was coded and organized into categories and subcategories, which were then integrated into our overall findings. By employing a mixed-methods approach, this study aimed to provide a comprehensive understanding of the transition towards distant training during and after the COVID-19 pandemic, drawing on the strengths of both quantitative and qualitative research methods to address our research objective. IV. R esults Based on the mixed-methods approach described in the methodology section, we present the following results, which provide insights into the transition towards distant training during and after the COVID-19 pandemic. Our findings are organized into three main themes: challenges and barriers, technological innovations and best practices, and implications for the future of education. a) Challenges and Barriers to Remote Learning Our quantitative data analysis revealed significant disparities in access to technology, with students from low- income backgrounds, rural areas, and developing countries facing greater barriers to remote learning. Regression models demonstrated a negative correlation between Qualitative case study findings and expert interviews further highlighted the challenges faced by educators and students during the transition to remote learning. Key challenges included: − Adapting instructional methods, curricula, and assessments for remote learning environments. Socioeconomic status and access to devices and internet connectivity, indicating that the digital divide has exacerbated existing educational inequalities during the pandemic. − Maintaining student engagement and motivation in the absence of face-to-face interactions. − Addressing the mental health and wellbeing concerns of students and educators due to social isolation and stress associated with remote learning. b) Technological Innovations and Best Practices Despite the challenges, our analysis also identified several technological innovations and best practices that emerged during the pandemic to support remote learning. Quantitative data revealed a significant increase in the adoption of Learning Management Systems (LMS), video conferencing tools, and adaptive learning technologies during the pandemic. Case study analysis and expert interviews provided insights into the successful strategies and best practices employed by educational institutions during the transition to remote learning, including: − Integration of LMS platforms and video conferencing tools for effective communication, content delivery, and assessment. − Use of adaptive learning technologies to provide personalized instruction and support differentiated learning. − Incorporation of virtual reality and immersive technologies for enhanced remote learning experiences in fields requiring hands-on training or experiential learning. − Fostering a sense of community and promoting social-emotional learning through virtual social events, group projects, and online discussion forums. c) Implications for the Future of Education Our research findings have several important implications for the future of education, as highlighted by expert interviews and supported by case study evidence: 1. Access and Equity: The pandemic has underscored the need to address the digital divide and ensure 3 Global Journal of Management and Business Research Volume XXIII Issue I Version I Year 2023 ( )G © 2023 Global Journals The Transition towards Distant Training during and after Covid- 19 Pandemic