Education in Poland during Covid-19 pandemic

Abstract

Introduction and purpose. Due to the outbreak of Covid-19 pandemic polish government in March 2020 decided to directs students to remote learning. This condition last -with minor exceptions- one and half year.Material and method. The aim of the study was an evaluation of public experience and attitude towards online learning.Results. All the respondents between March and May 2020 learned via online devices. The average note for e-learning was 2,99 in a 5-grade scale, while a score for stationary learning was 3,84. Students motivation, engagement and stress level decreased during remote-learning. 43% students claimed, that their marks improved during that time. The main disadvantages of online school were too much time spent in front of the screen and monotony of the lessons. Among the advantages was for example time for additional hobbies. Realisation of practical activities was more difficult or impossible for 74,9% of the respondents. Almost one quarter of the people did not have adequate home conditions to study online. Practical activities were often difficult or impossible to realise.Conclusions. Online learning was a necessity during the pandemic, however this type or gaining knowledge has both advantages and disadvantages. It influenced not only scientific issues, but also students’ motivation and sociopsychological aspects. To conclude, twice as many students prefer stationary than online learning – respectively 39,7% vs 21,1%.

Implementation of a Multilingual Blended Learning Course for Non-formal and Informal Adult Learning during the COVID-19 Pandemic

“…For example, 'in Slovenia, 80% of teachers "agreed" or "strongly agreed" that most teachers in the school were open to change' (OECD, 2020a, p.3) and their technological capacity was above the OECD average (ibid, p.5). In turn, the analysis of the situation in Poland, which showed the lowest results in evaluating the LMS, reveals that 'the access to the necessary digital devices is not equally distributed across the population' (OECD, 2020b, p.4), and it resulted in technical problems in online learning during the pandemic (Gorecka et al, 2021). Furthermore, as Olszewska (2020) argues, the negative evaluation of online learning may be attributed to psychological not technological barriers.…”

“…Some studies analyse domestic and community barriers to learning caused by the COVID-19 pandemic highlighting technological, financial and pedagogical barriers (Habibi et al, 2021). Research conducted in Poland (Zajdel et al, 2021;Gorecka et al, 2021) highlight health issues experienced by teachers and learners as a result of extended periods of time spent in front of computer screens.…”

Implementation of a blended learning course for adult learners during the COVID-19 pandemic

“…Several studies on using BL in higher education institutions (HEIs) during the COVID-19 pandemic have been conducted that analyze the choice of a learning management system (LMS) for the online stage and virtual platforms for the face-to-face stage (Baranova et al, 2021;Roman and Plopeanu, 2021), technological and pedagogical readiness of universities to implement BL (Edu et al, 2021;Klimova, 2021;Kucharska and Rostek, 2021;Tomczyk, 2021) and students' satisfaction with BL as a more appropriate form of studies compared to online learning (Finlay et al, 2022;Ionescu et al, 2020). Although some researchers admit a decrease in motivation and engagement (Gorecka et al, 2021) and show students' dissatisfaction with acquiring technical courses applying BL (Mali and Lim, 2021), the majority of students feel positive about attaining their learning outcomes (Baranova et al, 2021). Furthermore, research offers new strategies and models for BL, such as the DLPCA model (Lapitan Jr. et al, 2021), replacing face-to-face sessions with alternative synchronous online meetings using various videoconferencing tools (Meulenbroeks, 2020;Lapitan et al, 2021).…”