Open AccessEducation in Poland during Covid-19 pandemic
Author(s) -
Adrianna Gorecka,
Dagmara Gorecka,
Katarzyna Urbańska,
Bartłomiej Zaremba,
Paweł Oszczędłowski
Publication year - 2021
Publication title -
journal of education, health and sport
Language(s) - English
Resource type - Journals
ISSN - 2391-8306
DOI - 10.12775/jehs.2021.11.08.043
Subject(s) - covid-19 , pandemic , quarter (canadian coin) , government (linguistics) , scale (ratio) , psychology , online learning , medical education , mathematics education , computer science , geography , medicine , multimedia , linguistics , philosophy , cartography , disease , archaeology , pathology , infectious disease (medical specialty)
and purpose. Due to the outbreak of Covid-19 pandemic polish government in March 2020 decided to directs students to remote learning. This condition last -with minor exceptions- one and half year.Material and method. The aim of the study was an evaluation of public experience and attitude towards online learning.Results. All the respondents between March and May 2020 learned via online devices. The average note for e-learning was 2,99 in a 5-grade scale, while a score for stationary learning was 3,84. Students motivation, engagement and stress level decreased during remote-learning. 43% students claimed, that their marks improved during that time. The main disadvantages of online school were too much time spent in front of the screen and monotony of the lessons. Among the advantages was for example time for additional hobbies. Realisation of practical activities was more difficult or impossible for 74,9% of the respondents. Almost one quarter of the people did not have adequate home conditions to study online. Practical activities were often difficult or impossible to realise.Conclusions. Online learning was a necessity during the pandemic, however this type or gaining knowledge has both advantages and disadvantages. It influenced not only scientific issues, but also students’ motivation and sociopsychological aspects. To conclude, twice as many students prefer stationary than online learning – respectively 39,7% vs 21,1%.