Shifting from Face to Face to Online Teaching Due to COVID-19 Pandemic : Personal Assessment of American and Polish Higher Education Teachers

• Autorzy: Sołek-Borowska Celina , Buckles Brian

Identyfikatory

DOI

10.37055/nsz/133650

Warianty tytułu

PL

Przejście od tradycyjnego nauczania do nauczania online w związku z pandemią COVID-19 : ocena osobista amerykańskich i polskich nauczycieli reprezentujących uczenie wyższe

• Języki publikacji: EN

Abstrakty

EN

As a result of the COVID-19 pandemic, many faculty members were required to abruptly shift from face-to-face to online teaching. Within this, some instructors managed well, while others struggled. This COVID-19 induced shift to online teaching constitutes a clear achievement situation is that for many faculty members, it marked the first time that it was mandatory for all courses to be exclusively taught online what proved to be challenging for teachers. Therefore the objective of the paper is to present first-hand experience of academic teachers in Poland and USA representing Military University of Technology and National Defence University in USA. Given the sudden nature of transitioning from an in-residence program to an online program, the Eisenhower School in USA and Faculty of Security, Logistics and Management in Poland encountered many issues identified in the literature, like understanding student learning styles and culture; applying best pedagogical approaches; managing technology and technological issues; receiving sufficient technical training; and preparation and execution time management challenges (Islam, Beer, and Slack 2015). The authors postulate that online teaching should be regarded as complimentary to traditional teaching, as nothing will replace face to face contact.

PL

W wyniku pandemii COVID-19 wielu członków wydziału musiało nagle przejść z nauczania bezpośredniego na nauczanie online. Niektórzy instruktorzy radzili sobie dobrze, podczas gdy inni mieli trudności. Wywołane przez COVID-19 przejście na nauczanie online przełożyło się na osiągnięcia nauczania, ponieważ dla wielu członków wydziału po raz pierwszy prowadzenie kursów wyłącznie przez Internet było obowiązkowe, co okazało się wyzwaniem dla nauczycieli. Dlatego celem artykułu jest przedstawienie doświadczeń z pierwszej ręki polskich i amerykańskich nauczycieli akademickich reprezentujących Wojskową Akademię Techniczną i Akademię Obrony Narodowej w USA. Biorąc pod uwagę nagłe przejście z programu stacjonarnego do programu online, Eisenhower School w Stanach Zjednoczonych oraz Wydział Bezpieczeństwa, Logistyki i Zarządzania w Polsce napotkały wiele problemów zidentyfikowanych w literaturze, takich jak: zrozumienie stylów uczenia się uczniów; stosowanie najlepszych podejść pedagogicznych; zarządzanie technologią i zagadnieniami technologicznymi; otrzymanie wystarczającego szkolenia technicznego; a także wyzwania związane z przygotowaniem i zarządzaniem czasem podczas zajęć online (Islam, Beer, Slack 2015). Autorzy postulują, że nauczanie online należy traktować jako uzupełnienie nauczania tradycyjnego, gdyż nic nie zastąpi bezpośredniego kontaktu nauczyciela i studenta.

Słowa kluczowe

EN

online teaching; COVID-19 pandemic; e-learning

PL

nauczanie online; pandemia COVID-19; e-learning

• Wydawca: Wojskowa Akademia Techniczna im. Jarosława Dąbrowskiego
• Czasopismo: Nowoczesne Systemy Zarządzania
• Rocznik: 2020
• Tom: T. 15, nr 4
• Strony: 27--38
• Opis fizyczny: Bibliogr. 31 poz.

Twórcy

autor

Sołek-Borowska Celina

• Military University of Technology, Faculty of Security, Logistics and Management

autor

Buckles Brian

• National Defence University, USA
• Dwight D. Eisenhower School for National Security and Resource Strategy

Bibliografia

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• NETOGRAPHY
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Uwagi

Dwa liczbowania bibliografii.