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Abstract

The article concerns the experiences of students related to hybrid education conducted in the first semester of the academic year 2021/2022. The aim of the study was to find out the opinions of students on hybrid education conducted at The Maria Grzegorzewska University and to compare it with traditional education and distance education. The subject of the research was, among others, the readiness of students to participate in hybrid learning, assessing its quality and other related experiences. The research used the method of diagnostic survey. The obtained results indicate that students rate their readiness to participate in hybrid education higher than the readiness of lecturers to conduct it. They see the possibility of using a hybrid approach to education and science, organization of education and health. They indicate convenience, organization and health safety as the most important advantages and social costs, student attitudes and technical problems as the most important disadvantages of hybridization. The article also presents the expectations of students in relation to the systemic sanctioning of hybrid education. It was suggested to use the lessons learned by developing and testing the effectiveness of a hybrid approach, the potential of which is undeniable and scientifically proven.
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Authors and Affiliations

Miłosz Wawrzyniec Romaniuk
1
Joanna Łukasiewicz-Wieleba
1

  1. The Maria Grzegorzewska University, Poland
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Abstract

The article concerns the experiences of academic teachers related to hybrid education at the end of the SARS-CoV- 2 coronavirus pandemic. The aim of the study was to understand the lecturers' perspective on hybrid education implemented in the first semester of the 2021/2022 academic year at The Maria Grzegorzewska University and an attempt to compare it with traditional education and distance education. The subject of the research was, among others, readiness to implement hybrid teaching, university support for lecturers in the field of hybrid teaching and the diversity of experiences of academic teachers. The research used the method of diagnostic survey. The obtained results indicate that the lecturers declare their readiness to conduct hybrid teaching, especially in the case of their own or students' illness, or random factors that make it impossible to conduct fulltime classes or top-down legal regulations. They appreciate the organizational support of their immediate supervisor and the opportunity to make up for classes that have not taken place in a hybrid form. The lecturers highly assess the level of their own involvement in the preparation and conduct of classes, as well as the quality of their didactic work. They see the possibility of using a hybrid approach not only in teaching but also in their selfimprovement, work organization and maintaining health. At the same time, they indicate the shortcomings and difficulties related to didactics, social, technical, and organizational aspects, as well as systemic deficiencies. Based on the results, recommendations related to the use of hybrid education in post-pandemic academic education were developed.
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Authors and Affiliations

Miłosz Wawrzyniec Romaniuk
1
Joanna Łukasiewicz-Wieleba
1

  1. The Maria Grzegorzewska University, Poland
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Abstract

The article presents the results of the questionnaire research carried out after the first and repeated after the second semester of crisis remote education, conducted at The Maria Grzegorzewska University. Students participating in the study indicate a significant increase in their IT competences and the level of remote education. They declare a similar, high level of commitment and independence during classes. They indicate that commitment, activity, contact with the lecturers, regularity and quality of work, as well as the adequacy of the grades given are better during traditional education, although their timeliness is higher during distance education. The computer equipment of students and the way of accessing the Internet have not changed significantly. 20% of respondents admitted to using unauthorized assistance during exams. In the statements of students, on the one hand, there is a desire to return to social contacts and traditional classes, and on the other hand, a desire to maintain remote education, associated with the comfort of home-based learning and independence.
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Bibliography

[1] M. W. Romaniuk, “Digital Competences of Maria Grzegorzewska Academy of Special Education Students – Method and Results of a Survey.” International Journal of Electronics and Telecommunications, 61 (3), 2015, pp. 267-272, DOI: 10.1515/eletel-2015-0035.
[2] M. Händel, M. Stephan, M. Gläser-Zikuda, B. Kopp, S. Bedenlier and A. Ziegler, “Digital readiness and its effects on higher education students’ socio-emotional perceptions in the context of the COVID-19 pandemic.” 22 July 2020, DOI: 10.31234/osf.io/b9pg7
[3] D. A. Bardzińska, ”Kompetencje informatyczne studentów kierunków pedagogicznych,” in Przygotowanie nauczycieli do nowych wyzwań edukacyjnych. Problemy współczesnej edukacji, J. Bojanowicz, K. Ziębakowska-Cecot, Ed. Radom: Wydawnictwo Uniwersytetu Technologiczno-Humanistycznego w Radomiu, 2018, pp. 33-43
[4] M. W. Romaniuk and J. Łukasiewicz-Wieleba, ”Zdalna edukacja kryzysowa w APS w okresie pandemii COVID-19.” Warszawa, 2020. DOI: 10.13140/RG.2.2.18059.52006.
[5] M. W. Romaniuk and J. Łukasiewicz-Wieleba, ”Crisis Remote Education at The Maria Grzegorzewska University During Social Isolation in the Opinions of Students.” International Journal of Electronics and Telecommunications, 66 (4), 2020, pp. 807-812, DOI: 10.24425/ijet.2020.135675.
[6] M. W. Romaniuk, J. Łukasiewicz-Wieleba and S. Kohut, ”Nauczyciele akademiccy wobec kryzysowej edukacji zdalnej.” E-Mentor, 5 (87), 2020, pp. 15-26, DOI: 10.15219/em87.1489.
[7] M. W. Romaniuk and J. Łukasiewicz-Wieleba, ”Crisis Remote Education at The Maria Grzegorzewska University During Social Isolation in the Opinions of Academic Teachers.” International Journal of Electronics and Telecommunications 66 (4), 2020, pp. 801-806, DOI: 10.24425/ijet.2020.135673.
[8] M. W. Romaniuk, ”E-learning in College on the Example of Academy of Special Education.” International Journal of Electronics and Telecommunications, 61 (1), 2015, pp. 25-29, DOI: 10.1515/eletel-2015-0003.
[9] J. M. Mischke, “Przeszkody, powody i utracone korzyści. E-nauczanie w polskich uczelniach wyższych.” in E-edukacja–analiza dokonań i perspektyw rozwoju, M. Dąbrowski, M. Zając, Ed. Warszawa: Fundacja Promocji i Akredytacji Kierunków Ekonomicznych, 2009, pp. 19-24.
[10] J. Kozłowska, ”E-learning jako forma doskonalenia studentów uczelni wyższych.” Rynek–Społeczeństwo–Kultura, 1, 2017, pp. 41-48.
[11] M. Rebizant, ”Nauczanie hybrydowe jako jedna z form kształcenia w uczelni wyższej w opinii studentów Akademii Pedagogiki Specjalnej,” in Pedagogika dialogu. Emancypacyjny potencjał dialogu, D. M. Jankowska, Ed. Warszawa: Wydawnictwo Akademii Pedagogiki Specjalnej, 2017, pp. 252-265
[12] M. Jabłonowska and J. Wiśniewska, ”Wykorzystanie otwartych zasobów edukacyjnych w kształceniu akademickim,” in: Cyberprzestrzeń-Człowiek-Edukacja. T. 5, Otwarte zasoby edukacyjne w perspektywie pedagogicznej, M. Tanaś, S. Galanciak, Ed. Kraków: Oficyna Wydawnicza Impuls, 2020, pp. 93-108
[13] S. Kuruliszwili, ”Samokształcenie i technologie informacyjne – zmienność form i trudność klasyfikacji,” Edukacja Ustawiczna Dorosłych, vol. 104, nr 1, 2019, pp. 39-50
[14] A. H. Rohayani, “A literature review: readiness factors to measuring e-learning readiness in higher education.” Procedia Computer Science, 59, 2015, pp. 230-234.
[15] A. A. M. Al-Araibi, M. Naz’ri bin Mahrin, R. C. M. Yusoff and S. B. Chuprat, “A model for technological aspect of e-learning readiness in higher education.” Education and Information Technologies, 24 (2), 2019, pp. 1395-1431.
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[17] L. R. Amir, I. Tanti, D. A. Maharani, Y. S. Wimardhani, V. Julia, B. Sulijaya and R. Puspitawati, ”Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia.” BMC medical education, 20(392), 2020, pp. 1-8. DOI: 10.1186/s12909-020-02312-0
[18] R. Kalman, M. Macias Esparza and C. Weston, ”Student Views of the Online Learning Process during the COVID-19 Pandemic: A Comparison of Upper-Level and Entry-Level Undergraduate Perspectives.” Journal of Chemical Education, 97(9), 2020, pp. 3353-3357, DOI: 10.1021/acs.jchemed.0c00712
[19] D. Leżański, B. Marek and J. Sobolewska, ”Kształcenie zdalne. Historia prawdziwa oczami studentów.” 2020, Warszawa
[20] K. Hill and R. Fitzgerald, ”Student perspectives of the impact of COVID-19 on learning.” All Ireland Journal of Higher Education, 12 (2), 2020.
[21] A. Elzainy, A. El Sadik and W. Al Abdulmonem, “Experience of e-learning and online assessment during the COVID-19 pandemic at the College of Medicine, Qassim University.” Journal of Taibah University Medical Sciences, 15(6), 2020, pp. 456–462, DOI: 10.1016/j.jtumed.2020.09.005
[22] M. Trzcińska-Król, “Students with special educational needs in distance learning during the COVID-19 pandemic – parents’ opinions.” Interdisciplinary Contexts of Special Pedagogy, no. 29, 2020, pp. 173–191. DOI: 10.14746/ikps.2020.29.08
[23] J. Wiśniewska and J. Łukasiewicz-Wieleba, Budowanie i wzmacnianie relacji w edukacji zdalnej przez nauczycieli młodszych klas szkoły podstawowej. E-mentor, 1 (88), 2021, pp. 37-46, DOI: 10.15219/em88.1501
[24] A. Thakur, “Mental Health in High School Students at the Time of COVID-19: A Student’s Perspective.” Journal of the American Academy of Child and Adolescent Psychiatry, 59 (12), 2020, pp. 1309-1310, DOI: 10.1016/j.jaac.2020.08.005.
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Authors and Affiliations

Miłosz Wawrzyniec Romaniuk
1
Joanna Łukasiewicz-Wieleba
1

  1. The Maria Grzegorzewska University, Warsaw, Poland
Download PDF Download RIS Download Bibtex

Abstract

The aim of the study was to find out the experiences of students of The Maria Grzegorzewska University, related to crisis remote education (remote teaching and distance learning in conditions of forced social isolation caused by SARS-CoV-2 pandemic). A case study was used. The research was limited to one institution and the method of a diagnostic survey based on the questionnaire technique was used. Recommendations for further development were made, based on disclosed advantages, disadvantages, problems and opportunities connected with crisis remote education conclusions reported by students.

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Authors and Affiliations

Miłosz Wawrzyniec Romaniuk
Joanna Łukasiewicz-Wieleba
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Abstract

The aim of the study was to find out the experiences of academics working at The Maria Grzegorzewska University, related to crisis remote education (remote teaching and distance learning in conditions of forced social isolation caused by SARSCoV- 2 pandemic). A case study was used. The research was limited to one institution and the method of a diagnostic survey based on the questionnaire technique was used. Recommendations for further development were made, based on disclosed advantages, disadvantages, problems and opportunities connected with crisis remote education conclusions reported by academic teachers.

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Authors and Affiliations

Miłosz Wawrzyniec Romaniuk
Joanna Łukasiewicz-Wieleba
Download PDF Download RIS Download Bibtex

Abstract

The article presents the results of the questionnaire research carried out after the first and repeated after the second semester of crisis distance education, conducted at the Academy of Special Education. Academic lecturers participating in the study indicate a significant decrease in the level of commitment, activity, the regularity of work and the quality of performing tasks presented by students. Lecturers benefit from training and technical support organized by the university. They feel an acute inability to contact students personally, but appreciate the time savings and no need to travel to work. The respondents point to the problem of controlling student integrity during remote examinations. Growing experience in remote education results in higher IT competences and conviction to this type of teaching.
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Bibliography

[1] P. Topol, ”Metody i narzędzia kształcenia zdalnego w polskich uczelniach w czasie pandemii COVID-19 – Część 1, Dyskusja 2020.” Studia Edukacyjne (58), 2020, pp. 69-83. DOI: 10.14746/se.2020.58.4
[2] M. W. Romaniuk and J. Łukasiewicz-Wieleba, ”Zdalna edukacja kryzysowa w APS w okresie pandemii COVID-19.” 2020, Warszawa, DOI: 10.13140/RG.2.2.18059.52006.
[3] M. W. Romaniuk, J. Łukasiewicz-Wieleba and S. Kohut, ”Nauczyciele akademiccy wobec kryzysowej edukacji zdalnej.” E-Mentor, 5 (87), 2020, pp. 15-26, DOI: 10.15219/em87.1489.
[4] A. Karwińska and M. Karwiński, ”Zdalna edukacja uniwersytecka w czasach pandemii: wyzwania i reakcje: komunikat z badań sondażowych.” Kultura i Rozwój, (7), 2019, pp. 215-243.
[5] B. Jankowiak and S. Jaskulska, ”Dobrostan nauczycieli i nauczycielek a ich postawy wobec kształcenia na odległość w czasie pandemii COVID-19.” Przegląd Pedagogiczny, (1), 2020, pp. 219-232.
[6] P. Topol, ”Metody i narzędzia kształcenia zdalnego w polskich uczelniach w czasie pandemii COVID-19 – Część 2, Dyskusja 2020.” Studia Edukacyjne, (59), 2020, pp. 103-117. DOI: 10.14746/se.2020.59.8
[7] M. W. Romaniuk and J. Łukasiewicz-Wieleba, ”Crisis Remote Education at The Maria Grzegorzewska University During Social Isolation in the Opinions of Students.” International Journal of Electronics and Telecommunications, 66 (4), 2020, pp. 807-812, DOI: 10.24425/ijet.2020.135675.
[8] P. Długosz, ”Raport z II etapu badań studentów UP. Opinia na temat zdalnego nauczania i samopoczucia psychicznego.”, 2020.
[9] P. Długosz and G. Foryś, ”Zdalne nauczanie na Uniwersytecie Pedagogicznym im. Komisji Edukacji Narodowej w Krakowie z perspektywy studentów i wykładowców.”, 2020.
[10] L. Mishra, T. Gupta and A. Shree, ”Online teaching-learning in higher education during lockdown period of COVID-19 pandemic.” International Journal of Educational Research Open, 1, 2020, 100012. DOI: 10.1016/j.ijedro.2020.100012
[11] W. Bao, “COVID‐19 and online teaching in higher education: A case study of Peking University.” Human Behavior and Emerging Technologies, 2 (2), 2020, pp. 113-115, DOI: 10.1002/hbe2.191
[12] D. Salto, “COVID-19 and Higher Education in Latin America: Challenges and possibilities in the transition to online education.” eLearn, 2020 (9). DOI: 10.1145/3424971.3421751
[13] J. Crawford, K. Butler-Henderson, J. Rudolph, B. Malkawi, M. Glowatz, R. Burton, P. Magni and S. Lam, ”COVID-19: 20 countries' higher education intra-period digital pedagogy responses.” Journal of Applied Learning & Teaching, 3 (1), 2020, pp. 1-20. DOI: 10.37074/jalt.2020.3.1.7
[14] G. Marinoni, H. Van’t Land and T. Jensen, “The impact of Covid-19 on higher education around the world. IAU Global Survey Report.”, 2020
[15] M.W. Romaniuk and J. Łukasiewicz-Wieleba, ”Crisis Remote Education at The Maria Grzegorzewska University During Social Isolation in the Opinions of Academic Teachers.” International Journal of Electronics and Telecommunications 66 (4), 2020, pp. 801-806, DOI: 10.24425/ijet.2020.135673.
[16] M. W. Romaniuk, “E-learning in College on the Example of Academy of Special Education.” International Journal of Electronics and Telecommunications, 61 (1), 2015, pp. 25-29, DOI: 10.1515/eletel-2015-0003.
[17] C. Sánchez-Cruzado, R. Santiago Campión and M. T. Sánchez-Compaña, ”Teacher Digital Literacy: The Indisputable Challenge after COVID-19.” Sustainability, 13 (4), 2021, 1858. DOI: 10.3390/su13041858
[18] W. Cellary, ”Edukacja w świetle pandemii.” In: Nauczanie po pandemii. Nowe pytania czy nowe odpowiedzi na stare pytania? Warszawa: Instytut Problemów Współczesnej Cywilizacji im. Marka Dietricha LXXII, 2020, pp. 15-23.
[19] M. W. Romaniuk, “Digital Competences of Maria Grzegorzewska Academy of Special Education Students – Method and Results of a Survey.” International Journal of Electronics and Telecommunications, 61 (3), 2015, pp. 267-272, DOI: 10.1515/eletel-2015-0035.
[20] P. Du Preez and L. Le Grange, “The COVID-19 pandemic, online teaching/learning, the digital divide and epistemological access.” In: Re-thinking the Humanities Curriculum in the Time of COVID-19, L. Ramrathan, N. Ndimande-Hlongwa, N. Mkhize, J. A. Smit, Ed. Durban: CSSALL Publishers, 2020, pp. 90-106.
[21] K. Bertol, ”Nihil novi sub sole? Stare pytania. Jakie odpowiedzi?” In: Nauczanie po pandemii. Nowe pytania czy nowe odpowiedzi na stare pytania? Warszawa: Instytut Problemów Współczesnej Cywilizacji im. Marka Dietricha LXXII, 2020, s. 9-13.
[22] F. R. A. Ahmed, T. E. Ahmed, R. A. Saeed, H. Alhumyani, S. Abdel-Khalek, H. Abu-Zinadah, “Analysis and Challenges of Robust E-Exams Performance under COVID-19.” Results in Physics, 2021, 103987.
[23] T. M. Clark, C. S. Callam, N. M. Paul, M. W. Stoltzfus and D. Turner, “Testing in the time of COVID-19: A sudden transition to unproctored online exams.” Journal of Chemical Education, 97 (9), 2020, pp. 3413-3417.
[24] A. Kraśniewski, ”O jakości kształcenia w czasach COVID-19: stare odpowiedzi na nowe pytania?” In: Nauczanie po pandemii. Nowe pytania czy nowe odpowiedzi na stare pytania? Warszawa: Instytut Problemów Współczesnej Cywilizacji im. Marka Dietricha LXXII, 2020, s. 39-50.
[25] C. Rapanta, L. Botturi, P. Goodyear, L. Guàrdia and M. Koole, “Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity.” Postdigital Science and Education, 2 (3), 2020, pp. 923-945.
[26] G. Penkowska, “Polski e-learning w opiniach ekspertów (cz. II).” E-mentor, 4 (21), 2007, pp. 39-38.
[27] A. Elzainy, A. El Sadik and W. Al Abdulmonem, ”Experience of e-learning and online assessment during the COVID-19 pandemic at the College of Medicine, Qassim University.” Journal of Taibah University Medical Sciences, 15 (6), 2020, pp. 456-462.
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Authors and Affiliations

Miłosz Wawrzyniec Romaniuk
1
Joanna Łukasiewicz-Wieleba
1

  1. The Maria Grzegorzewska University, Warsaw, Poland
Download PDF Download RIS Download Bibtex

Abstract

The article concerns the opinion on stationary and remote examinations carried out during the COVID-19 pandemic, perceived from the perspective of the assessed students. The study aimed to find out about the students' perspective on remote final and midterm exams at The Maria Grzegorzewska University and to attempt to compare it with the traditional examination. The subject of the research was, among others, the forms of checking knowledge and skills, problems arising during the exams, as well as the way of taking into account the special needs of the examtakers. The students' opinions on the above-mentioned issues and their preferences regarding the examination situation were taken into account. The research used the method of diagnostic survey. The obtained results indicate that students during remote exams declare a higher level of stress related to potential technical problems, and in the case of stationary examinations the problem is chaos, noise and distraction. Regardless of the form of the exam, a similar percentage of students declare that they do not cheat - 73.53% during full-time exams, 68.49% pass fair during remote exams. The most common form of cheating during remote examinations is the use of previously prepared notes (21.85%), and 2.52% use the help of colleagues.
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Authors and Affiliations

Miłosz Wawrzyniec Romaniuk
1
Joanna Łukasiewicz-Wieleba
1

  1. The Maria Grzegorzewska University, Poland
Download PDF Download RIS Download Bibtex

Abstract

The article concerns the opinion on stationary and remote examinations carried out during a pandemic, perceived from the perspective of examiners. The aim of the study was to find out about the perspective of academic teachers on remote examination at The Maria Grzegorzewska University and to compare it with the traditional, stationary exams. The subject of the research were, inter alia, the forms of checking knowledge and skills used by lecturers, the motivations driving their choice, problems arising during the exams, as well as the way of taking into account the special needs of the examinees. The research used the method of diagnostic survey. The obtained results indicate that, according to the lecturers, the students' independence during remote exams is smaller and the intensity of using unauthorized help by them is greater. Remote exams generate more problems - technical and related to the dishonesty of students. Lecturers hardly recognize and take into account the special educational needs of students during remote exams.
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Authors and Affiliations

Miłosz Wawrzyniec Romaniuk
1
Joanna Łukasiewicz-Wieleba
1

  1. The Maria Grzegorzewska University, Poland

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