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The main objective of our study was to determine whether the experience of the types of pandemic threats included in the study, could activate development responses among adolescents and what the role of the level of stress experienced during the COVID-19 pandemic is in the process of post-traumatic PTG growth. We also made an attempt to investigate whether personality traits and gender were predictors of PTG growth in adolescents. Therefore, the theoretical bases for the interpretation of the obtained results are models of post-traumatic growth (PTG), mainly by Calhoun and Tedeschi. The research was conducted in March 2020. The study subjects were 405 adolescents aged 14 to 20 years, with an average age of 17 years, of whom 59% were females and 41% were males. The following methods were used in the study: IPIP-BFM-20 to estimate five personality traits, PSS- to diagnose perceived stress, and an in-house questionnaire of pandemic threats experienced by adolescents (KŻP). The results showed that the various types of ‘pandemic’ threats (threats to life, family, and lifestyle) are positive predictors of growth-related changes; additionally, such factors as personality traits (here: extroversion), stress level, and gender had a positive mediating effect on growth-related changes. It was also possible to show that out of the four dimensions of post-traumatic growth, three could be activated under pandemic conditions. These were: changes in relationships with others, greater appreciation of everyday life, and spiritual changes. Changes in self-perception—one of the dimensions of post-traumatic growth, were not activated due to experiencing three types of pandemic threats.

The collaborative attitude to education in general and e-learning in particular has become increasingly popular and productive. It preserves certain learning values connected with social context of learning and new phenomena of networking and using the tools of social media in education. Collaborative learning values include mutual inspiration, crowdsourcing, problem learning, peer learning and the like. More careful and elaborated look is necessary to pinpoint all important constituents of the overall positive account of social learning. One should take into account historical background and theoretical basis for a new wave in collaborative pedagogy.At the same time, we face one of the greatest challenges in modern online learning, especially in its massive edition, including a new wave of MOOCs. It is a challenge of respecting an individual and open choice of learning path, even within more and more uniform massive online courses. One possible way of providing free choice of student’s learning path is to offer more adaptive academic curricula.The purpose of the study was to determine the students’ attitudes toward community and individual online learning to explore their preferences in this regard, and to have them evaluate which of these forms held more promise for the future. In the study, we were also interested in tendencies in the choice of online learning and traditional learning, as well as factors that may influence the direction of these trends. The results showed that there are dichotomies and conflicts between individual and collaborative online learning as far as sets of values are concerned. But the user practice shows that the reconciliation between the two is possible.

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