Search results

1

Students satisfaction with the online teaching process

100%

Areșan D., Țîru L. G.

Academicus. International Scientific Journal

|

2022

|

vol. 13

|

issue 25

184-193

EN

This study is about student satisfaction in the online teaching process. The pandemic situation forced us to move the educational activities in the online environment for the safety of all its participants. The methodological design is the quantitative one, the research method used is the sociological survey. This study tried to identify students' perception, effectiveness, satisfaction, and self-perceived efficiency regarding the teaching process in the online environment. The questionnaire was translated and adapted into Romanian. It consists of 26 questions, divided into five dimensions (. The sampling method was the non-probabilistic convenience one, with voluntary participation. The results provided tell us those female respondents were more open to online methods, resulting in higher satisfaction despite common knowledge. However, the results should be viewed with reservations, as the data collected are not homogeneous, and the respondents were chosen by the voluntary participation method. This approach can be seen as a starting point for future research related to the satisfaction of the teaching process through e-learning.

2

Technologische Herausforderungen im Online-Unterricht des Simultandolmetschens während der Corona-Pandemie 2020/2021(am Beispiel einer virtuellen Dolmetscherkabine)

100%

Lauková J.

Linguistische Treffen in Wrocław

|

2022

|

issue 21

117-127

EN

This paper deals with the online teaching of simultaneous interpreting (in German) during the Corona pandemic in the summer semester of 2020/2021 in a specially developed interpreting laboratory (a specially developed virtual interpreting booth). The Corona pandemic 2020/2021 and distance learning at universities and colleges raised the fundamental question of how to teach simultaneous interpreting in distance learning for master’s degree programs in the Department of German Studies (at the Faculty of Philosophy of Matej Bel University in Banská Bystrica, Slovakia), in the specialization of translation and interpreting. For this purpose, a special interpreting software was developed by the Slovak company CONTEST s.r.o., the so-called virtual interpreting laboratory, which simulates a real interpreting booth in practice and which the Faculty of Philosophy of Matej Bel University in Banská Bystrica purchased for this purpose. In this paper specifics of online teaching in this special virtual interpreting booth are presented.

3

HOW CAN ENGLISH BE TAUGHT FULLY ONLINE? THE EXAMPLE OF AN INTERMEDIATE COURSE IN TOURISM

100%

Fernández M. L. O.

Teaching English with Technology

|

2010

|

vol. 10

|

issue 2

50-68

EN

This article considers the question of what ICT can do for English language teaching and learning. It focuses on a pilot teaching English experience at university level in a totally virtual space, carried out since 2007 for the ten public universities in Andalusia (Spain). The paper outlines the design principles of the course integrating all linguistic skills through WebCT, and then discusses how teaching English online can be put into practice. It includes feedback and results, and suggests a definition of the students’ and teachers’ roles within this online environment.

4

Teaching online in Polish higher education institutions

100%

Górak-Sosnowska K., Tomaszewska L.

Przegląd Krytyczny

|

2022

|

vol. 4

|

issue 2

31-44

EN

This article presents the system of higher education (HE) in Poland and the role of remote (and later online) learning in education with the focus on changes induced as the response to the COVID-19 pandemic. The analysis begins with a historical background that shows how higher education has been changing after the political transformation of the 1989, and proceeds with a discussion about the conditions in which remote learning emerged. On the one hand, these conditions relate to the existing programmes that e-learning offers – the tools. On the other hand, they refer to the level of digital preparedness – the skills. The article is meant to be descriptive and combines didactic (both institutional and student-related) and administrative perspective of responding to COVID-19. The article analyses how the Polish HE system managed the transition to online teaching caused by the pandemic.

5

E-learning in Higher Education

88%

Górska D.

The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II

|

2016

|

vol. 6

|

issue 2

EN

The vast use of the Internet and the increasingly widespread access to the latest technologies have become the main reason for the development of remote teaching services. In an effort to modernize the educational offer, higher education institutions placed, in their programs of studies, different possibilities of teaching using „distance learning”. This trend is already very common in the world’s largest universities. The Polish higher education system, keeping the pace with current trends, has created a legal foundation for the use of modern forms of teaching. The current approach to teaching is also a response to the offer of leading universities of the world and thus the search for competitive advantage in the international educational market. The aim of the article is to present main objectives of the teaching method of e‑learning, and at the same time, to present the legal status and the rules for the use of e‑learning in Polish higher education. The article is based on the experience of such teaching introduced at the Pontifical University of John Paul II in Krakow.

6

Teaching social science research methods in an online setting: pointers from a literature review

88%

Kirss L., Hunt P., Kalk K.

Przegląd Krytyczny

|

2022

|

vol. 4

|

issue 2

89-102

EN

Social science research methods are being increasingly taught in an online setting. The COVID-19 pandemic has been a major driver of this trend recently. Although there has been extensive research on online teaching and learning in general, very few studies focus on how this needs to be done specifically in social science research methods (SSRM). This literature review summarizes the most current research evidence on SSRM teaching in an online setting. Such information can facilitate setting up future online teaching and learning activities regarding social science research methods. In addition, the article discusses how this knowledge can be transferred to a practical SSRM online teaching and learning tool (a toolbox in the Navigating Social Worlds project).

7

Boosting students' creativity through visual bricolage of experiences - how visual collage boards help students in expressing their knowledge during online classes

88%

Sońta M.

e-mentor

|

2022

|

vol. 94

|

issue 2

77-86

EN

The objective of this study is to present various practical applications of collage-based methods (visual bricolage) as a way of boosting creative discussions with students and helping them to express their knowledge and experience using visual representation. This viewpoint paper is based on the experience of twenty classes conducted with the MA program and postgraduate students at Kozminski University between March 2019 and December 2021, when online whiteboards and visual metaphors were used. The method used was participative observation, as the author also acted as the workshop facilitator. To observe the user’s action, the contribution tracking tool that is available on the mural whiteboard (Mural, n.d.) was activated. The explorations during the workshops revealed two elements of online classes: Conceptualization vs Illustration, to determine whether photos and pictures serve as an instrumental illustration in the background of the story, or they are important elements that convey the sense of the students’ statements. Moreover, the paper contains various practical findings that help to facilitate creative educational workshops remotely.

8

English language teaching in times of crisis: teacher agency in response to the pandemic-forced online education

88%

Thumvichit A.

Teaching English with Technology

|

2021

|

vol. 21

|

issue 2

14-37

EN

Teacher agency occurs when teachers demonstrate a capacity to solve pedagogical and curriculum challenges. This article delves into how tertiary English teachers in Thailand practice their agency in response to the abrupt conversion to online teaching amid the COVID-19 pandemic. This study drew on teachers’ responses to a questionnaire (n=162) and semi-structure interviews (n=3) to identify their positioning and agentic actions. The results suggest that teachers’ positioning as being professionally responsible for students’ learning outcomes remains intact, even though the situation restricted them from going beyond their fundamental responsibilities. From a pedagogical standpoint, teachers’ agentic actions identified were endeavoring to create an interactive learning environment; implementing social media platforms to compensate for the loss of face-to-face communication; working with students to adjust their teaching practices; promoting autonomous learning; and incorporating formative assessment approaches. Teachers might find themselves struggling to achieve their pedagogical goals, but once they become familiar with the new learning environment and master suitable teaching methods, online learning can be a viable option for formal language education, even in the normal situation.

9

Online teaching readiness of staff during the COVID-19 pandemic: Ege University sample

88%

Kiliç M., Ateç-Çobanoğlu A.

e-mentor

|

2024

|

vol. 104

|

issue 2

54-63

EN

The instant transition to online learning during the pandemic led to some neglections in instructional design and planning, with online teaching readiness seen as a major issue within this context. The authors of this study therefore believe that the readiness of instructors for providing online learning is a critical concern for such a transition and its future implications. In this survey/descriptive study, the authors investigated instructors’ online teaching readiness through an adapted version of Chi’s Online Teaching Readiness Questionnaire, which includes both open-ended and multiple-option questions, with code-theme relationships also presented. The data collection tool was administered to 200 instructors from different faculties working at Ege University, which is a western state university in Turkey. The findings from the questionnaire show that to a large extent, the instructors feel ready for online teaching. The authors share their suggestions on future research and applications in the last section of the paper.

10

Online education of students with mild intellectual disability and autism spectrum disorder during the COVID-19 pandemic

87%

Buchnat M., Wojciechowska A.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

|

2020

|

issue 29

149-171

PL

The situation of the pandemic of SARS-CoV-2 virus that causes COVID-19 disease is a new and unknown situation for everyone, causing fear and uncertainty. It is also a situation that has led to numerous changes in the everyday life of many people, including students who had to adapt to the new reality of distance education from day to day. The paper concerns with the situation of online education of students with mild intellectual disability and autism spectrum disorder. It is an attempt to indicate the difficulties encountered by this group of students in the situation of distance learning from a perspective of both the student and the teacher. The paper also indicates the issues which should be considered in this education, the way of its adaptation to the possibilities of the discussed group of students, as well as elementswhich are really important in this education.

11

Teaching ESP online during the pandemic – a teachers’ perspective

75%

Kic-Drgas J., Mureșan O.

Lingua Posnaniensis

|

2022

|

vol. 64

|

issue 1

27-47

EN

Due to the COVID-19 pandemic, teachers and educators have been forced to introduce digital solutions within a very short time, which influenced the educational perspective significantly, and required adapting to the new conditions, not only in what concerns teaching methods but also in terms of teaching content. Contrary to the commonly held opinion that teaching at tertiary level has not changed considerably, since it concerns adults who are already autonomous, the new teaching challenges have had an impact on tertiary education as well. Moreover, university teachers needed to face this new reality without prior preparation. The aim of this paper is to present the current pandemic-driven situation from the perspective of ESP teachers from various European countries by revealing not only some of the challenges posed by the pandemic, but also certain good practices which may become a guide for other ESP teachers. The methodology applied to inquiring this research question was a qualitative-quantitative online survey distributed among ESP teachers in European countries. The results show that online teaching during the pandemic was challenging for most respondents, at the same time offering them the opportunity to develop professionally by improving their technical skills and learning how to use online platforms, apps and tools.

12

Nauczanie języka polskiego w Studium Języka Polskiego dla Cudzoziemców Uniwersytetu Łódzkiego a nowa (pandemiczna) rzeczywistość

75%

Maćkowiak R., Góralczyk-Mowczan P.

Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców

|

2021

|

vol. 28

393-424

EN

The article is a continuation of research on the evaluation of Polish language classes conducted remotely at The School of Polish for Foreign Students of the University of Lodz. Conclusions from the surveys made it possible to create an e-lesson model that meets the expectations of language learners. The situation forced us to look for new solutions and use multimedia didactic tools, and forced students to even greater independence and responsibility. Moreover, it was possible to indicate directions of development that may strengthen the teaching potential.

PL

Artykuł stanowi kontynuację badań dotyczących oceny zajęć języka polskiego prowadzonych zdalnie w Studium Języka Polskiego dla Cudzoziemców Uniwersytetu Łódzkiego w czasie pandemii COVID-19. Wnioski z przeprowadzonych ankiet pozwoliły stworzyć model e-lekcji odpowiadający oczekiwaniom uczących się języka polskiego jako obcego. Sytuacja zmusiła nas do poszukiwania nowych rozwiązań i wykorzystania multimedialnych narzędzi dydaktycznych, a studentów do jeszcze większej samodzielności i odpowiedzialności. Ponadto udało się wskazać kierunki rozwoju, które mogą wpłynąć na wzmocnienie potencjału dydaktycznego.

13

Virtual Class – An Appropriate Environment for Distance Learning Mathematics at an Open University

75%

Hadjinicolaou M.

European Journal of Open, Distance and E-Learning

|

2014

|

vol. 17

|

issue 1

147-153

EN

Distance learning at an Open University usually engages technology mediated teaching tools and learning environments that have been designed and developed during the last decades. Unlike the apparently governing social learning pedagogical point of view and the benefits of asynchronous e-learning platforms, the cognitive perspectives of education and the need for synchronous interaction between the tutor and the students as well as the students themselves, is decisive for the quality of attained knowledge. Open universities, traditionally, used to organize consultative group meetings aiming at the better understanding of concepts, the development of skills, the gaining of positive attitudes and finally the enhancement of knowledge. Tutors in mathematics courses face significant difficulties due to the students’ heterogeneous mathematical background and thus problems arise that may impede a lot the acquisition of knowledge. These problems must be also addressed in the group meetings and therefore the reconstruction of the pre-existing mathematical knowledge under a common basis and the acquisition of cognitive flexibility in handling mathematical concepts in different fields are two fundamental objectives of such meetings. Virtual classes provide the appropriate environment for achieving these aims, since they allow a qualitative dynamical, on-line communication among the members of a group.

14

Comparison of the effectiveness and efficiency of various forms of distance learning - an experimental study

75%

Kusztelak P., Pacholak A.

e-mentor

|

2022

|

vol. 96

|

issue 4

4-13

EN

The aim of this paper is to compare various forms of distance learning in terms of the effectiveness and efficiency of teaching and their subjective evaluation by students. Three forms of remote teaching were analysed for the elective general university course in the winter semester of the 2020/2021 academic year: G1 – with all materials embedded on an e-learning platform for fully asynchronous learning – and with no live meetings, but specially prepared video tutorials replacing them, G2 – with materials embedded on an e-learning platform and lectures conducted synchronously through videoconferences (without video recordings), G3 – with materials embedded on an e-learning platform, synchronous lectures via video conferences and their recordings available afterwards. Final grades, a record of activity at the e-learning platform and the results of questionnaires collected from all participants of the course were taken into account when carrying out the statistical analysis. The analysis proved that the most effective form of learning (the lowest number of hours devoted to learning in order to pass the subject, as well as the percentage of students who completed the course) was the one applied in group G1. According to the opinions of the students, the highest level of satisfaction from the classes was recorded for group G2. The research brings various implications for practice or policy: for teachers interested in improving the effectiveness of their online teaching; for teachers preparing an intervention with the aim of improving students’ remote learning engagement and its quality; supporting teachers’ research engagement in the improvement of educational standards and systems; and learning planners can use these insights helpful in planning online learning projects.

15

Praca nauczyciela szkoły średniej w czasie pandemii

75%

Mydłowska B.

Roczniki Pedagogiczne

|

2022

|

vol. 14

|

issue 2

35-43

EN

The aim of this article is to present the difficulties in the work of secondary school teachers during the pandemic, who had to reorganize the way they function and move their classes to virtual spaces. The research results published in various sources and the results of own research were analyzed.

PL

Celem niniejszego artykułu jest przedstawienie trudności w pracy nauczycieli szkół średnich w czasie pandemii, którzy musieli przeorganizować sposób funkcjonowania i przenieść zajęcia do wirtualnych przestrzeni. Analizie zostały poddane publikowane w różnych źródłach wyniki badań oraz wyniki badań własnych.

16

Effects of Online Teaching on Perceived Physical Competence and Cultural Appreciation of the Philippine Martial Arts “Arnis”

63%

Santos M., Martin J., Mhico Sigua E., Manuel S.

Ido Movement for Culture. Journal of Martial Arts Anthropology

|

2022

|

vol. 22

|

issue 5

48-54

EN

Problem. This study aims to identify the effects of physical competence level and cultural appreciation of students in Filipino martial arts “Arnis” in an online class setting. The indigenous people of the Philippines created Arnis, a martial art that employs “swinging and twirling movements, as well as striking, thrusting, and counterattacking techniques for defense and offense using a pair of sticks Method. This cross-sectional study adopted Fox and Corbin’s (1989) Physical Self-Perception Profile Questionnaire and Malmo’s (2013) Cultural Appreciation on Martial Arts Scale (CAMAS), both of which were adapted to Arnis. Our questionnaire was completed by n=346 (n=122 male, n=224 female) 18-20-year-old college students who volunteered to participate. Descriptive and correlational analyses were conducted. Results and Conclusions. Findings revealed that the perceived physical competence of the students of Arnis was at an average level obtained an (Overall Mean=2.77) pre-test and (Overall Mean=3.33) post-test. At the same time, the cultural appreciation of the participants in Arnis was moderately high, obtaining (Overall Mean=4.02) and (Overall Mean=4.02), respectively. This demonstrates that participants valued Arnis culture even in an online class modality

PL

Problem. Niniejsze badanie miało na celu określenie wpływu poziomu kompetencji fizycznych i uznania kulturowego uczniów filipińskich sztuk walki Arnis w warunkach zajęć online. Rdzenni mieszkańcy Filipin stworzyli Arnis, sztukę walki, która wykorzystuje ruchy wahadłowe i obrotowe, a także techniki uderzania, pchania i kontrataku do obrony i ataku za pomocą pary kijów. Metoda. W niniejszym przekrojowym badaniu przyjęto Kwestionariusz profilu samooceny fizycznej Foxa i Corbina (1989) oraz Skalę oceny kulturowej w skali sztuk walki (CAMAS) według J.R Malmo (2013), z których oba zostały dostosowane do sztuki walki Arnis. Kwestionariusz wypełniło n=346 (n=122 mężczyzn, n=224 kobiety) 18-20-letnich studentów, którzy zgłosili się do udziału. Przeprowadzono analizy opisowe i korelacyjne. Wyniki i wnioski. Wyniki badań wykazały, że postrzegane kompetencje fizyczne adeptów Arnis były na średnim poziomie, uzyskując (Ogólna Średnia=2,77) pre-test i (Ogólna Średnia= 3,33) post-test. Jednocześnie uznanie kulturowe uczestników Arnis było na umiarkowanie wysokim poziomie, uzyskując odpowiednio (Średnia Ogólna=4,02) i (Średnia Ogólna=4,02). To pokazuje, że uczestnicy docenili kulturę Arnis nawet w trybie zajęć online.

17

Symulator rzeczywistości – uwagi o procesie nauczania zdalnego

63%

Pichola E. A.

Rocznik Tomistyczny

|

2021

|

vol. 10

223-233

EN

Since education, including university courses, has been transfered to online system we have faced the entirely new unprecedented challenge. It is true that computer and the internet based technology has been widely adopted for academic purposes. There have been courses online offered long before the lockdown and there have been conferences held via internet enabling wide audience to communicate freely. Nowadays, however, since pandemic restriction have been introduced, only full online classes allow to conduct academic work. We suffer because we, teachers and students, are experiencing difficulties in pursuing academic tasks. After a few months we come to the conclusion that online education and traditional forms of teaching cannot be equated. This paper attempts to identify the main issues which accompany the process, such as the absence of social life or depravity of personal relations. In analysis from a philosophical point of view, of philosophy of education of professor Mieczysław Gogacz, we ask what is the essence of the system called online teaching and to what extend it modifies personal dimension and relations proper to the process of educating. We gather both, positive and negative aspects, and show that numerous disturbing consequences of the online method in a longer perspective may render education ineffective. We conclude that it has already been observed that remote system has plunged learning and academic life. Hence, in we suggest we suggest that classical school of teaching, especially in the field of philosophy, should be maintained as incomparably reliable and comprehensive.

18

Zadovoljstvo studenata Tehničkog veleučilišta u Zagrebu provođenjem online nastave

63%

Bačić L., Krstinić M.

Obrazovanje za poduzetništvo - E4E : znanstveno stručni časopis o obrazovanju za poduzetništvo

|

2020

|

vol. 10/2

34-42

HR

Epidemija uzrokovana virusom Covid-19 aktualizirala je potrebu za otkrivanjem različitih metoda kao i procjenom uspješnosti poučavanja „na daljinu“. Nastavnici i studenti diljem svijeta su se suočili s možda i najvećim izazovom dosad, u kratkom vremenu se prilagoditi dostupnim platformama i jednako tako prihvatiti kako prednosti tako i mane virtualne nastave. Ova epidemija je zapravo i proširila jaz između onih koji mogu pristupiti mogućnostima digitalnog učenja i onih koji su isključeni jer se nisu svi jednako uspješno prilagodili. Isto tako se mora naglasiti da dobro iskustvo online učenja nije nužno vezano uz tehnologiju koju izabiremo, već uz način na koji se nastavnici i studenti posvete tom podučavanju, pogotovo kada je riječ o učenju stranog jezika. U ovom radu provedeno je istraživanje na uzorku od 120 redovnih i izvanrednih studenata 2. godine Strojarskog odjela Tehničkog veleučilišta u Zagrebu, u travnju i svibnju 2020. godine. Ciljevi istraživanja su pokazati stupanj zadovoljstva, odnosno nezadovoljstva studenata Tehničkog veleučilišta kao i utvrditi stupanj težine savladavanja stranog jezika online nastavom. Istraživanje je provedeno anketnim upitnikom na temelju kojeg će se izračunom relativnih frekvencija utvrditi navedeni ciljevi.

EN

The Covid-19 virus epidemic has highlighted the need to discover different methods as well as assess the success of distance learning. Teachers and students around the world have faced perhaps the greatest challenge so far, adapting to the available platforms in a short time and equally embracing both the advantages and disadvantages of virtual teaching. This epidemic has actually widened the gap between those who can access digital learning opportunities and those who are excluded because not everyone has adapted to the situation equally successfully. We must also emphasize that a good online learning experience is not necessarily related to the technology we choose, but to the way teachers and students dedicate themselves to that form of teaching and learning, especially when it comes to learning a foreign language. In this paper, a research was conducted on a sample of 120 full-time and part-time students of the 2nd year of the Mechanical Engineering Department at the Zagreb University of Applied Sciences, in April and May 2020. The objectives of the research are to show the degree of satisfaction or dissatisfaction of the students at the Zagreb University of Applied Sciences as well as to determine the degree of difficulty in mastering a foreign language by online teaching. The research was conducted with a survey questionnaire on the basis of which the calculation of relative frequencies will determine the stated goals.

19

Virtual feedback

63%

Pałczyńska A.

Językoznawstwo

|

2023

|

vol. 18

|

issue 1

77-85

PL

Informacja zwrotna to zagadnienie, które można omawiać z różnych perspektyw. Taką informację może przekazywać nauczyciel uczniom, uczniowie nauczycielom, uczniowie sobie nawzajem, nauczyciele sobie nawzajem. Co więcej, obecnie dzięki technologii uczący się mogą otrzymać automatyczną informację zwrotną, która generowana jest zaraz po ukończeniu zadania. W literaturze fachowej znajdziemy liczne artykuły dotyczące informacji zwrotnej, jaką nauczyciele kierują do uczniów, jednak wydaje się, że dotychczas niewiele badań poświęcono innym rodzajom informacji zwrotnej. Niniejsza praca ma na celu zwrócenie uwagi na tę kwestię oraz wskazanie sposobów wykorzystania technologii w kontekście informacji zwrotnej.

EN

Feedback is a complex issue that can be discussed from many perspectives. It can be given by teachers to students, by students to teachers, by students to students, by teachers to teachers. Moreover, nowadays thanks to technology our students can be offered automatic feedback that will be given to them immediately upon completing a task. Even though there are several texts dealing with feedback that students receive from teachers, it seems that not much research has been done on other types of feedback. This article aims to start a discussion on the different types of feedback as well as to show ways in which technology can be useful in terms of giving and eliciting feedback.

20

Nauczanie zdalne na kierunku lingwistyka stosowana – między koniecznością a wyborem

51%

Błaszkowska H., Krenz-Brzozowska L.

Neofilolog

|

2021

|

issue 57/2

281-294

EN

At the Institute of Applied Linguistics (ILS) in the entire Adam Mickiewicz University in Poznan (UAM), full-time classes were suspended as of 11 March 2019 due to the declaration of a pandemic, and till June 2021 were held in the remote mode. The need to switch from full-time to remote teaching therefore fell on both lecturers and students suddenly, causing temporary disorganisation of the teaching process. In a short time, however, both parties had to organise themselves anew and take up the hitherto unknown challenge of learning and teaching completely at a distance, even though the form of communication itself, via the Internet, was not new. The problems this posed and the conclusions it led to are presented in this article. The aim of the article is to reflect on the form and implementation of distance learning in selected subjects of the Bachelor’s and Master’s degree courses in Applied Linguistics at ILS in the academic years 2019/20 and 2020/21, based on the experiences of the authors of the article and the participating students, which ena-bled the former to draw conclusions on the effectiveness of this form of teaching and raising the quality of education in the subjects studied.

Refine search results

Students satisfaction with the online teaching process

Technologische Herausforderungen im Online-Unterricht des Simultandolmetschens während der Corona-Pandemie 2020/2021(am Beispiel einer virtuellen Dolmetscherkabine)

HOW CAN ENGLISH BE TAUGHT FULLY ONLINE? THE EXAMPLE OF AN INTERMEDIATE COURSE IN TOURISM

Teaching online in Polish higher education institutions

E-learning in Higher Education

Teaching social science research methods in an online setting: pointers from a literature review

Boosting students' creativity through visual bricolage of experiences - how visual collage boards help students in expressing their knowledge during online classes

English language teaching in times of crisis: teacher agency in response to the pandemic-forced online education

Online teaching readiness of staff during the COVID-19 pandemic: Ege University sample

Online education of students with mild intellectual disability and autism spectrum disorder during the COVID-19 pandemic

Teaching ESP online during the pandemic – a teachers’ perspective

Nauczanie języka polskiego w Studium Języka Polskiego dla Cudzoziemców Uniwersytetu Łódzkiego a nowa (pandemiczna) rzeczywistość

Virtual Class – An Appropriate Environment for Distance Learning Mathematics at an Open University

Comparison of the effectiveness and efficiency of various forms of distance learning - an experimental study

Praca nauczyciela szkoły średniej w czasie pandemii

Effects of Online Teaching on Perceived Physical Competence and Cultural Appreciation of the Philippine Martial Arts “Arnis”

Symulator rzeczywistości – uwagi o procesie nauczania zdalnego

Zadovoljstvo studenata Tehničkog veleučilišta u Zagrebu provođenjem online nastave

Virtual feedback

Nauczanie zdalne na kierunku lingwistyka stosowana – między koniecznością a wyborem