E-LEARNING CHALLENGES IN POLAND DURING THE COVID-19 PANDEMIC

Main Article Content

Agieszka Parlińska


Keywords : COVID-19, e-learning, distance learning, remote education
Abstract
The main objective of the paper is to show the new challenges for education that arose in Poland from 2019-2021, and the use of e-learning methods. This new approach, and the purpose and added value of this study, is to enrich the knowledge of the use of new teaching and research methods gained during the Covid-19 pandemic and applicability to pandemics generally, as well as continued use of these methods afterwards.. To achieve the objective, the method of literature analysis and critique was used, as well as a ratio analysis based on historical data from Statistics Poland (GUS), EUROSTAT and the author’s own first-hand observations as a university educator. The research results helped to formulate several conclusions regarding the factors which influence effective e-learning, such as: internet access and quality; the availability of adequate software, hardware and other tools; and the digital competence of teachers and students. A short SWOT analyse is also presented to highlight key considerations that are crucial for the future of elearning.

Article Details

How to Cite
Parlińska, A. (2022). E-LEARNING CHALLENGES IN POLAND DURING THE COVID-19 PANDEMIC. The Scientific Journal European Policies, Finance and Marketing, (27(76), 80–88. https://doi.org/10.22630/PEFIM.2022.27.76.7
References

Buabeng-Andoh, C. (2012). Factors influencing teachers’ adoption and integration of information and communication technology into teaching: A review of the literature. International Journal of Education and Development using ICT, 8(1).

Clark, JD (2007) Learning and Teaching in the Mobile Learning Environment of the Twenty-First Century. Austin, Texas: Austin Community College.

Digital learning 2020: A policy report for Kentucky’s digital future. Prepared in Partnership with OpenEdSolution. Retrieved from https://education.ky.gov/districts/tech/Documents/Digital%20Learning%202020%20-%20A%20Policy%20Report.pdf (10.12.2021)

Encyclpedia: https://www.encyclopedia.com/finance/finance-and-accounting-magazines/online-education

Garrison, DR, Kanuka, H (2004) Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education 7(2): 95–105.

GUS, (2021a) Wybrane aspekty rynku pracy w Polsce. Aktywność ekonomiczna ludności przed i w czasie pandemii COVID-19, GUS, Recived from https://stat.gov.pl/files/gfx/portalinformacyjny/pl/defaultaktualnosci/5818/11/1/1/wybrane_aspekty_rynku_pracy_w_polsce_aktywnosc_ekonomiczna_ludnosci_przed_i_w_czasie_pandemii_covid-19.pdf (12.02.2022)

GUS (2021b) Społeczeństwo informacyjne w Polsce w 2021 roku, GUS Recived from: https://stat.gov.pl/obszary-tematyczne/nauka-i-technika-spoleczenstwo-informacyjne/spoleczenst wo-informacyjne/spoleczenstwo-informacyjne-w-polsce-w-2021-roku,1,15.html (01.02.2022)

HRDI Developmentinfo (n.d.) Developing content for E-learning. Retrieved from https://hrdevelop mentinfo.com/developing-content-for-e-learning/ (01.02.2022)

Kim, M. (2008). Processes of emotional experiences in online discussions: Emotional changes through interacting with other students. The Korean Journal of Educational Psychology, 22(4), 697-722.

Kumar Basak, S., Wotto, M., & Belanger, P. (2018). E-learning, M-learning and D-learning: Conceptual definition and comparative analysis. E-learning and Digital Media, 15(4), 191-216.

Papanis, E (2005) Traditional Teaching versus e-learning. Experimental Approach, Statistical Review 1(1): 19–35

Remote Learning. Taming the (Un)known Impact of COVID-19 on higher education https://www.delab.uw.edu.pl/wp-content/uploads/2021/01/ENG-Report_Remote-Learning-Taming-the-Unknown-Impact-of-COVID-19-on-higher-education.pdf (01.02.2022)

The Act of March 2, 2020 on special solutions related to the prevention, prevention and combating of COVID-19.

The Act of June 26, 1974, Labor Code.

Tomczyk, Ł., Walker, C. (2021) The emergency (crisis) e-learning as a challenge for teachers in Poland. Educ Inf Technol 26, 6847–6877. https://doi.org/10.1007/s10639-021-10539-7.

Trinder, J (2005) Mobile technologies and systems. Mobile learning: A handbook for educators and trainers. In: Kuklska-Hulme, A (ed.) Mobile Learning: A Handbook for Educators and Trainers. USA: Taylor & Francis, 7–24.

Tlambda, S. (2014). E-learning pedagogy part 2: The cognitive perspective. Viitattu, 26, 2019.

Vasilevska, D., Rivza, B., Pivac, T., Alekneviciene, V., & Parlinska, A. (2017). Analysis of the Demand for Distance Education at Eastern and Central European Higher Education Institutions. Journal of Teacher Education for Sustainability, 19(1), 106-116.

Wentling, T. L., Waight, C., Gallaher, J., La Fleur, J., Wang, C., & Kanfer, A. (2000). E-learning: A review of literature. Knowledge and Learning Systems Group NCSA, 9(1), 73.

Statistics

Downloads

Download data is not yet available.