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

equitable access to technology for all students. As remote learning becomes more prevalent, policymakers and educational institutions must prioritize closing the digital divide to reduce educational disparities. 2. Globalization and Collaboration: The wide spread adoption of remote learning technologies has facilitated cross-border collaboration and resource- sharing between institutions. This trend has the potential to contribute to the globalization of education, as well as foster innovation and knowledge exchange. 3. Hybrid and Blended Learning Models: Our findings suggest that the shift to remote learning during the pandemic will likely lead to increased adoption of hybrid and blended learning models in the future. These models combine the best elements of face-to-face and online instruction, providing flexibility and personalized learning experiences for students. V. C onclusion In conclusion, our study provides valuable insights into the challenges, innovations, and implications of the transition towards distant training during and after the COVID-19 pandemic. These findings can inform the ongoing development of remote learning strategies and policies, as well as guide future research on the long-term impacts of remote learning on educational systems worldwide. R eferences R éférences R eferencias 1. Alamri, A., Tyler-Wood, T., & Stevens, D. (2020). The impact of the COVID-19 pandemic on blended learning: The emergence of new learning ecologies. Journal of Education and e-Learning Research, 7(3), 218-226. 2. Aucejo, E. M., French, J. F., Ugalde Araya, M. P., & Zafar, B. (2020). The impact of COVID-19 on student experiences and expectations: Evidence from a survey. Journal of Public Economics, 191, 104271. 3. Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. *Human Behavior and Emerging Technologies*, 2 (2), 113-115. 4. Bozkurt, A., Sharma, R. C., & Chen, T. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. *Asian Journal of Distance Education*, 15 (1), i- vi. 5. Chen, T., Peng, L., Jing, B., Wu, C., Yang, J., & Cong, G. (2020). The impact of the COVID- 19 pandemic on user experience with online education platforms in China. *Sustainability*, 12(18), 7329. 6. Crawford, J., Butler-Henderson, K., Rudolph, J., & Glowatz, M. (2020). COVID-19: 20 countries' higher education intra-period digital pedagogy responses. *Journal of Applied Learning & Teaching*, 3(1), 1- 20. 7. Czerniewicz, L., Agherdien, N., Badenhorst, J., Belluigi, D., Chambers, T., Chili, M.,... & Willmers, M. (2020). A wake-up call: Equity, inequality and COVID-19 emergency remote teaching and learning. *Postdigital Science and Education*, 2 (3), 946-967. 8. Daniel, S. J. (2020). Education and the COVID- 19 pandemic. *Prospects*, 49, 91-96. 9. Di Pietro, G., Biagi, F., Costa, P., Karpinski, Z., & Mazza, J. (2020). The likely impact of COVID-19 on education: Reflections based on the existing literature and recent international datasets. *Publications Office of the European Union*. 10. Händel, M., Stephan, M., Gläser-Zikuda, M., Kopp, B., Bedenlier, S., & Ziegler, A. (2020). Digital readiness and its effects on higher education students' socio-emotional perceptions in the context of the COVID-19 pandemic. *Journal of Research on Technology in Education*, 1-16. 11. Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. *Educause Review*, 27. 12. Jang, S., Vitale, J. M., Jyung, R. W., & Black, J. B. (2020). Direct manipulation is better than passive viewing for learning anatomy in a three-dimensional virtual reality environment. *Computers & Education*, 151, 103862. 13. Marinoni, G., Van't Land, H., & Jensen, T. (2020). The impact of COVID-19 on higher education around the world. IAU Global Survey Report. 14. Martin, F., Sun, T., & Westine, C. D. (2020). A systematic review of research on online teaching and learning from 2009 to 2018. *Computers & Education*, 159, 104009. 15. Molnar, A., Miron, G., & Elgeberi, N. (2020). Virtual schools in the U.S. 2020. *National Education Policy Center*. 16. Naidu, S. (2020). Learning and teaching in a time of crisis. *Distance Education*, 41(4), 429-431. 17. Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. *Computers & Education*, 147, 103778. 18. Reich, J., Buttimer, C. J., Coleman, D., Colwell, R., Faruqi, F., Lewin, J.,... & Wolff-Eisenberg, C. (2020). Remote learning guidance from state education agencies during the COVID-19 pandemic: A first look. *EdArXiv*. 19. Sintema, E. J. (2020). Effect of COVID-19 on the performance of grade 12 students: Implications for STEM education. *Eurasia Journal of Mathematics, 4 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