Remote Education during the COVID-19 Pandemic

Zdzislawa Dacko-Pikiewicz, Jacek Wodz, Karolina Walancik-Ryba, Wojciech Pikiewicz
European Research Studies Journal, Volume XXIV, Special Issue 4, 112-126, 2021
DOI: 10.35808/ersj/2586


Purpose: The aim of the article is to define the role of remote education in the process of educating students, their course and adaptation to the conditions of Covid-19 pandemic. Design/Methodology/Approach: The research was conducted by means of the diagnostic survey method, using the CSAQ (computerized self-administered questionnaire) technique in June 2020 on a randomly selected sample of 1533 students studying in Poland. Findings: The obtained data was analyzed. The results of the analysis confirmed that the distance education implemented in 2020/2021 in the entire educational program was accepted in the situation of the Covid-19 pandemic by over one third of the respondents. Students must devote more time to it than in the traditional form, and there are also factors that hinder it. Also, more than a third of respondents are in favor of participation in perspective in all education and 60% in distance learning. Practical Implications: The article shows that remote education is already a regular type of education. The Covid-19 pandemic meant that practically the entire program for students at that time was implemented in the remote formula. Its implementation required both legal and organizational solutions, and all the competences were granted. Thus, it has been proved that remote education is widely used in the education of students in lifelong learning. Its share in the education process will be significant. It requires competences, but also significantly influences the shaping of competences, while it requires systematic monitoring. Originality/value: The article shows that in the process of education in an emergency, which is probably a pandemic, it is justified to use the classical concept of education, but also remote education. This training should be present in the normal learning process. However, in emergency situations, e.g., during the pandemic, its contribution is significant, or even comprehensive, and may last for a considerable period. Such a situation requires new competences, which influences the shaping of new ones required for social functioning during the pandemic.

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