Ukrainian secondary school students about distance education

• Authors: Roman Borysov

Title variants

PL

Ukraińcy uczniowie szkół średnich o kształceniu na odległość

Abstracts

PL

Artykuł porusza problematykę realizacji kształcenia na odległość w ostatniej klasie liceum. Autor zwraca szczególną uwagę na stosunek uczniów szkółśrednich, jako kluczowego podmiotu procesu edukacyjnego, do wprowadzenia kształcenia na odległość. Podstawą empiryczną badania są wyniki projektu realizowanego wśród uczniów ostatnich klas w Charkowie, Odessie, Czerkasach i Iwano-Frankowsku, przeprowadzonych 1,5 roku po wprowadzeniu edukacji online. Zidentyfikowano kluczowe problemy związane z wprowadzeniem kształcenia na odległość: odrzucenie kształcenia na odległość jako formy odpowiedniej dla kształcenia podstawowego, brak wystarczającej komunikacji z nauczycielami i kolegami z klasy. Konsekwencją takich problemów jest postrzeganie tego trybu jako anormalnego, wymuszonego i tymczasowego. Autor zwraca uwagę na istnienie różnych postaw wobec uczenia się na odległość w zależności od dostępności optymalnych instrumentów do uczenia się na odległość (aspekt technologiczny), doświadczenia uczenia się online przed kwarantanną (aspekt kompetencyjny), ogólnego stosunku do procesu uczenia się, wyników w nauce i ilość czasu, jaką uczniowie zwykle poświęcają na pracę domową (właściwy aspekt edukacyjny).

EN

The article addresses the issue of the implementation of distance education in the final year of secondary school. The author pays special attention to the attitude of secondary school students, who are a key subject of the educational process, to the introduction of distance education. The empirical basis of the study includes the results of a study carried out among the students of the 11th grades in Kharkiv, Odesa, Cherkasy and Ivano-Frankivsk, which was conducted 1.5 years after the introduction of online education. Key problems associated with the introduction of distance education were identified: the rejection of distance learning as a format suitable for basic education, and the lack of sufficient communication with teachers and classmates. Such problems lead to the perception of this mode as anomalous, forced and temporary. The author points out that there are different attitudes towards distance learning, which depend on the availability of optimal distance learning instruments (technological aspect), the experience of online learning before lockdown (competence aspect), general attitude towards the learning process, academic performance and the amount of time that students usually spend on homework (educational aspect proper).

Keywords

EN

distance education; secondary school; students; COVID-19

PL

kształcenie na odległość; szkoła średnia; uczniowie; COVID-19

• Publisher: Lubuskie Towarzystwo Naukowe
• Journal: Rocznik Lubuski
• Year: 2022
• Volume: 48
• Issue: 1
• Pages: 113-123

Dates

published

2022

Contributors

author

Roman Borysov

• V. N. Karazin Kharkiv National University, Ukraine

• https://orcid.org/0000000337573630

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Identifiers

DOI

10.34768/rl.2022.v481.08

Biblioteka Nauki

2156589