Crisis Remote Education at The Maria Grzegorzewska University During Social Isolation in the Opinions of Students

• Autorzy: Romaniuk Miłosz Wawrzyniec , Łukasiewicz-Wieleba Joanna

Identyfikatory

DOI

10.24425/ijet.2020.135675

• Języki publikacji: EN

Abstrakty

EN

The aim of the study was to find out the experiences of students of The Maria Grzegorzewska University, related to crisis remote education (remote teaching and distance learning in conditions of forced social isolation caused by SARS-CoV-2 pandemic). A case study was used. The research was limited to one institution and the method of a diagnostic survey based on the questionnaire technique was used. Recommendations for further development were made, based on disclosed advantages, disadvantages, problems and opportunities connected with crisis remote education conclusions reported by students.

Słowa kluczowe

EN

crisis remote education; distance teaching; distance learning; emergency e-learning; COVID-19; SARS-CoV-2

• Wydawca: Polish Academy of Sciences, Committee of Electronics and Telecommunication
• Czasopismo: International Journal of Electronics and Telecommunications
• Rocznik: 2020
• Tom: Vol. 66, No. 4
• Strony: 807--812
• Opis fizyczny: Bibliogr. 9 poz.

Twórcy

autor

Romaniuk Miłosz Wawrzyniec

• The Maria Grzegorzewska University, Poland

autor

Łukasiewicz-Wieleba Joanna

• The Maria Grzegorzewska University, Poland

Bibliografia

• [1] A. Gaskell, “Open distance learning,” in Encyclopedia of Educational Philosophy and Theory, M. Peters, Ed., Singapore: Springer, 2015, pp. 1-6, DOI: 10.1007/978-981-287-532-7_215-1.
• [2] J. G. S. Goldie, “Connectivism: A knowledge learning theory for the digital age?,” Medical teacher vol. 38 no. 10, 2016, pp. 1064-1069.
• [3] G. Siemens, “Connectivism. A learning theory for the digital age,” Den Haag: De Vrije Ruimte, 2004, pp. 1-15, http://devrijeruimte.org/content/artikelen/Connectivism.pdf
• [4] G. Korkmaz, Ç. Toraman, “Are we ready for the post-COVID-19 educational practice? An investigation into what educators think as to online learning,” International Journal of Technology in Education and Science (IJTES), vol. 4, no. 4, 2020, pp, 293-309. DOI: 10.46328/ijtes.v4i4.110
• [5] S. Dhawan, “Online Learning: A Panacea in the Time of COVID-19 Crisis,” Journal of Educational Technology Systems, vol. 49, no. 1, 2020, pp. 5–22. DOI: 10.1177/0047239520934018
• [6] M. W. Romaniuk, “Digital Competences of Maria Grzegorzewska Academy of Special Education Students – Method and Results of a Survey,” International Journal of Electronics and Telecommunications, vol. 61, no. 3, 2015, pp. 267-272. DOI: 10.1515/eletel-2015-0035
• [7] Quacquarelli Symonds, “The impact of the coronavirus on global higher education,” https://www.qs.com/portfolio-items/the-impact-of-the-coronavirus-on-global-higher-education/, 2020
• [8] W. Bao, “COVID-19 and online teaching in higher education: A case study of Peking University,” Human Behavior and Emerging Technologies, vol. 2, no. 2, 2020, pp. 113-115, DOI: 10.1002/hbe2.191
• [9] M. W. Romaniuk, “E-learning in College on the Example of Academy of Special Education,” International Journal of Electronics and Telecommunications, vol. 61, no. 1, 2015, pp. 25-29. DOI: 10.1515/eletel-2015-0003