Kształcenie zdalne – nieuprawniony entuzjazm czy pierwszy milowy krok?

• Authors: Mariusz Przybyła

Title variants

EN

Distance Learning – Unjustified Enthusiasm or the First Milestone?

Abstracts

EN

Nowadays it is difficult to talk about the real and virtual world in the context of contemporary students. Perhaps even talking about „on-line” vs „off-line” is a thing of the past, since some of us are always online. Remote learning changes the approach to school and extracurricular education and affects all levels of education. An important aspect of considerations on school and academic e-learning is so called the bottom-up push, i.e. the involvement of enthusiasts discovering the secrets of e-learning platforms in front of their pupils and the willingness of these pupils and students. Observing the changes implemented in the education system over the last decades, we can honestly state, that these were rather sham movements, unable to change the class-lesson system and its elements burdening us as the subjects of the education process. What happened, then? What powers have changed school and academic education, so that we have found ourselves in the digital world? Have we started using mobile solutions? Can we conduct online classes? Is this a necessary evil or an opportunity for tomorrow (for universities/schools, students/pupils, lecturers/teachers and for modern, constantly learning societies)? Distance learning contributes to creating new spaces for educational interactions. It enables both mass and individual education in synchronous and asynchronous modes.

Keywords

PL

COVID-19; e-learning; b-learning; edukacja na odległość; nauczanie na odległość; nauczanie; szkoła; pandemia

EN

COVID-19; e-learning; b-learning; distance education; distance learning; teaching; school; pandemic

• Publisher: Komitet Nauk Pedagogicznych PAN
• Journal: Rocznik Pedagogiczny
• Year: 2021
• Volume: 44
• Pages: 203-225

Dates

published

2021

Contributors

author

Mariusz Przybyła

• Uniwersytet im. Adama Mickiewicza w Poznaniu

• https://orcid.org/0000000332891285

Identifiers

DOI

10.2478/rp-2021-0014

Biblioteka Nauki

16538868