Kształcenie zdalne studentów pedagogiki w czasie pandemii COVID-19 – rozważania empiryczne

• Authors: Beata Pituła , Barbara Grzyb

Title variants

EN

Distance learning of pedagogy students during the COVID-19 pandemic – empirical considerations

Abstracts

PL

W artykule zaprezentowano wyniki badań przeprowadzonych w 2020 roku wśród studentów pedagogiki Instytutu Badań nad Edukacją i Komunikacją Politechniki Śląskiej w Gliwicach (Polska) odnośnie do oceny jakości zdalnego kształcenia wprowadzonego w odpowiedzi na sytuację wywołaną przez ogólnoświatową pandemię COVID-19 i porównano je z wynikami uzyskanymi przez innych rodzimych i obcych badaczy, co pozwoliło na sprecyzowanie kilku wniosków dla dalszych prac nad aplikacją tej formy kształcenia w edukacji akademickiej. Główną metodą zastosowaną w badaniach był sondaż diagnostyczny z przyporządkowaną mu techniką. Ankieta, uwzględniająca bieżącą sytuację uczelni wynikającą z nauczania zdalnego w czasie pandemii, a także inne informacje ujawniane przez media, składała się z dwóch części. Pierwsza część zawierała cztery pytania (w tym odnoszące się do uwarunkowań demograficznych). Składnikiem drugiej części były pytania ukierunkowane na problematykę badań założoną w niniejszym opracowaniu, których głównym celem było poznanie opinii i poglądów studentów pedagogiki na temat obowiązkowej edukacji zdalnej wdrożonej w czasie pandemii COVID-19. Wyniki badań wniosły wiele nowych informacji, ważnych dla przeprowadzonych podczas lockdownu w wielu krajach poszerzonych analiz i pomiarów edukacji zdalnej, które pozwolą w czasie ewentualnych kolejnych zagrożeń epidemicznych na wykluczenie zdiagnozowanych i zidentyfikowanych problemów, utrudniających realizację kształcenia zdalnego studentów.

EN

The article presents the results of research conducted in 2020 among students of pedagogy of the Institute of Education and Communication Research of the Silesian University of Technology in Gliwice (Poland) regarding the evaluation of the quality of remote education introduced in response to the situation caused by the global COVID-19 pandemic and compared them with the results obtained by others native and foreign researchers, which made it possible to specify several conclusions for further work on the application of this form of education in academic education. The main method used in the research was a diagnostic survey with the technique assigned to it. The survey, taking into account the current situation of the university, resulting from distance learning during the pandemic, as well as other information disclosed by the media, consisted of two parts. The first part contained four questions (including those relating to demographic conditions). The second part consisted of questions focused on the research issues set out in this study, the main purpose of which was to learn about the opinions and views of students of pedagogy on compulsory distance education, implemented during the COVID-19 pandemic. The results of the research have brought a lot of new information, important for the extended analyzes and measurements of remote education conducted in many countries during the lockdown, which will allow, during possible subsequent epidemic threats, to exclude the diagnosed and identified problems that hinder the implementation of remote education of students.

Keywords

PL

kształcenie zdalne; nauka online; pandemia COVID19; szkolnictwo wyższe; studenci; wiedza

EN

distance learning; online learning; COVID19 pandemic; higher education; students; knowledge

• Publisher: Wydawnictwo Adam Marszałek
• Journal: Kultura i Edukacja
• Year: 2021
• Issue: 3(133)
• Pages: 88-116

Dates

published

2021

Contributors

author

Beata Pituła

• Politechnika Śląska

author

Barbara Grzyb

• Politechnika Śląska

References

• Adams Becker, S., Cummins, M., Davis, A., Freeman, A., Hall Giesinger, C., Ananthanarayanan, V. (2017). NMC horizon report: 2017 higher education edition. Austin, Texas: The New Media Consortium.
• Adnan, M., Anwar, K. (2020). Online learning amid the COVID-19 pandemic: Students’ perspectives. Journal of Pedagogical Sociology and Psychology, 2 (1), s. 44-51. DOI: 10.33902/JPSP. 2020261309.
• Alawamleh, M., Al.-Twait, L. M., Al.-Saht, G. R. (2020). The effect of online learning on communication between instructors and students during Covid-19 pandemic. Asian Education and Development Studies, Vol. ahead-of-print No. ahead-of-print. DOI: 10.1108/AEDS-06-2020-0131.
• Alirezabeigi, S., Masschelein, J., Decuypere, M. (2020). Investigating Digital Doings Through Breakdowns: A Sociomaterial Ethnography of a Bring Your Own Device school. Learning, Media and Technology, 45 (2), s. 193-207. DOI: 10.1080/17439884.2020.1727501.
• Al-Mashhadani, M. A., Al-Rawe, M. F. (2018). The future role of mobile learning and smartphones applications in the Iraqi private universities. Smart Learning Environments, 5(28), s. 3-11. DOI: 10.1186/s40561-018-0077-7.
• Al-Rabiaah, A., Temsah, MH, Al-Eyadhy, AA, Hasan, GM, Al-Zamil, F., Al-Subaie, S., Alsohime, F., Jamal, A., Alhaboob, A., Al-Saadi, B., Somily, AM (2020). Middle East Respiratory Syndrome-Corona Virus (MERS-CoV) associated stress among medical students at a university teaching hospital in Saudi Arabia. J Infect Public Health, 13 (5), s. 687-691. DOI: 10.1016/j.jiph.2020.01.005.
• Baloran, E. T. (2020). Knowledge, Attitudes, Anxiety, and Coping Strategies of Students during COVID-19 Pandemic. Journal of Loss and Trauma, 25 (8), s. 635-642. DOI: 10.1080/15325024.2020.1769300.
• Beckman, K., Apps, T., Bennett, S., Lockyer, L. (2018). Conceptualising Technology Practice in Education Using Bourdieu’s Sociology. Learning, Media and Technology, 43 (2), s. 197-210. DOI: 10.1080/17439884.2018.1462205.
• Blankstein, M., Frederick, J. K., Wolff-Eisenberg, Ch. (2020). Student Experiences During the Pandemic Pivot. Research Report. Pobrane z: https://www.luminafoundation.org/wp-content/uploads/2020/07/sr-report-student-experiences-during-the-pandemic-pivot.pdf.
• Carvalho, L., Yeoman, P. (2018). Framing learning entanglement in innovative learning spaces: Connecting theory, design and practice. British Educational Research Journal, 44 (6), s. 1120-1137. DOI: 10.1002/berj.3483.
• Green, J. K., Burrow, M. S., Carvalho, L. (2020). Designing for Transition: Supporting Teachers and Students Cope with Emergency Remote Education. Postdigital Science and Education, 2, s. 906-922. DOI: 10.1007/s42438-020-00185-6.
• Hodges, C., Moore, S., Lockee, B., Trust, T., Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE Review. Pobrane z: https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remoteteaching-and-online-learning.
• Hu, M., Arnesen, K., Barbour, M. K., Leeary, H. (2019). A newcomer’s lens: A look at K-12 online and blended learning in the Journal of Online Learning Research. Journal of Online Learning Research, 5 (2), s. 123-144. Pobrane z: https://www.researchgate.net/publication/336014931_A_Newcomer’s_Lens_A_Look_at_K-12_Online_and_Blended_Learning_in_the_Journal_of_Online_Learning_Research.
• Kafka, A. C. (2020). Shock, fear, and fatalism: as coronavirus prompts colleges to close, students grapple with uncertainty. Pobrane z: https://www.chronicle.com/article/Shock-FearFatalism-As/248240.
• Kapasia, N., Paul, P., Roy, A., Saha, J., Zaveri, A., Mallick, R., Barman, B., Das, P., Chouhan, P. (2020). Impact of lockdown on learning status of undergraduate and postgraduate students during COVID-19 pandemic in West Bengal, India. Children and Youth Services Review, 116, s. 105-194. DOI: 10.1016/j.childyouth.2020.105194.
• Kaur, N., Bhatt, M. S. (2020). The Face of Education and the Faceless Teacher Post COVID-19. Journal of Humanities and Social Sciences Research, 2, s. 39-48. DOI: 10.37534/bp.jhssr.2020.v2.nS.id1030.p39.
• Knox, J. (2019). What Does the ‘Postdigital’ Mean for Education? Three Critical Perspectives on the Digital, with Implications for Educational Research and Practice. Postdigital Science and Education, 1, s. 357-370. DOI: 10.1007/s42438-019-00045-y.
• Lall, S., Singh, N. (2020). COVID-19: Unmasking the new face of education. International Journal of Research in Pharmaceutical Sciences, 11 (SPL1), s. 48-53. Pobrano z: https://pharmascope.org/ijrps/article/view/2122/3839.
• Lim, M., (2020). Educating despite the Covid-19 outbreak: lessons from Singapore. Pobrano z: https://www.timeshighereducation.com/blog/educating-despite-covid-19outbreak-lessons-singapore.
• Mbodila, M. (2020). Online learning - The Pandemic cannot Change Reality. Pobrane z: https://www.universityworldnews.com/post.php?story=20200420130222745.
• Ng, P. L., Tan, A. K. (2017). Determinants of e-resource usage by open distance learning university students. Malaysian Journal of Library & Information Science, 22 (1), s. 29-44. DOI:10.22452/MJLIS.VOL22NO1.3.
• Ottestad, G., Kelentrić, M., Guðmundsdóttir, G. B. (2014). Professional Digital Competence in Teacher Education. Nordic Journal of Digital Literacy, 9 (4), s. 243-249. Pobrane z: https://www.idunn.no/file/pdf/66738483/professional_digital_competence_in_teacher_education.pdf.
• Sahu, P. (2019). Closure of Universities Due to Coronavirus Disease 2019 (COVID-19): Impact on Education and Mental Health of Students and Academic Staff. Cureus, 12 (4), e7541. DOI: 10.7759/cureus.7541.
• Sari, T., Nayır, F. (2020). Challenges in Distance Education During the (Covid-19) Pandemic Period. Qualitative Research in Education, 9 (3), s. 328-360. DOI: DOI: 10.17583/qre.2020.5872.
• Schlemmer, E. (2013). Políticas e práticas na formação de professores a distância: por uma emancipação digital cidadã. W: B. A. Gatti i in. (red.), Por uma política nacional de formação de professores (s. 109-136). São Paulo: UNESOP.
• Strielkowski, W. (2020). COVID-19 pandemic and the digital revolution in academia and higher education. Preprints. DOI:10.20944/preprints202004.0290.v1.
• Svensson, M., Baelo, R. (2015). Teacher Students’ Perceptions of their Digital Competence. Procedia.Social and Behavioral Sciences, 180 (5), s. 1527-1534. DOI: 10.1016/j. sbspro.2015.02.302.
• Tømte, C., Kårstein, A., Olsen, D.S. (2013). IKT i lærerutdanningen: På vei mot profesjonfaglig digital kompetanse? NIFU Rapport 20. Pobrane z: http://www.nifu.no/files/2013/05/NIFUrapport2013-20.pdf.
• Turchynova, G., Hladun, Т., Hnoievska, O., Harashchenko, L., Kozak, L., Rudenko, I., Tarasova, V. (2020). Entrepreneurship Education of ІT-specialists through distance learning technologies. Journal of Entrepreneurship Education, 23 (S1). Pobrane z: Entrepreneurship-education-of-it-specialists-1528-2651-23-S1-555.pdf (abacademies.org).
• Valentine, D. (2002). Distance learning: Promises, problems, and possibilities. Online Journal of Distance Learning Administration, 5 (3). Pobrane z: Distance Learning: Promises, Problems, and Possibilities (westga.edu).
• Wyrwa, F., Wyrwa, M., Wilkus-Wyrwa, A. (2020). Wyzwania nauczania zdalnego. Perspektywa nauczyciela i ucznia. W: Wola społeczna diagnostyki edukacyjnej (Polskie Towarzystwo Diagnostyki Edukacyjnej, Kraków), CEON Repozytorium. Pobrane z: https://depot.ceon.pl/handle/123456789/19294.
• Yılmaz İnce, E., Kabul, A., Diler, İ. (2020). Distance education in higher education in the COVID-19 pandemic process: A case of Isparta Applied Sciences University. International Journal of Technologyin Education and Science, 4 (4), s. 343-351. DOI: 10.46328/ijtes.v4i4.112.
• Zaborova, E. N., Glazkova, I. G., Markova, T. L. (2017). Distance learning: students’ perspective. Sotsiologicheskie issledovaniya. Sociological Studies, 2, s. 131-139. Pobrane z: Zaborova.pdf (isras.ru).

Identifiers

DOI

10.15804/kie.2021.03.05

Biblioteka Nauki

1932542