Abstract
In this paper, we present survey research which we conducted at Maria Grzegorzewska University, Poland, on April 2nd-10th, 2020. This work aimed at gathering information about online learning responses among full-time students of pedagogy. Due to the pandemic situation caused by coronavirus all activities at Polish universities have been suspended. Nevertheless, the learning process has been continued. For the first three weeks, academics and students have tried to adjust to a completely new way of education design and work. Our research provides insight into students’ thoughts and emotions which accompanied them during those weeks of online learning courses. During the survey, respondents reported also their difficulties and observations regarding the quality of educational material, contact with lecturers, and reviewed assessments. In general, the majority of respondents have been doing well in this particular situation and positively evaluate the efforts of the lecturers. They find although online learning challenging. In the Introduction, we present circumstances of the research process and methodological background for the survey design. In the Methods section, we describe the survey structure and the respondent group, then we define the survey instruments. Next, the results are presented in two parts. First, we introduce the students’ experiences and emotions associated with online learning. Second, we show what respondents said about their actual online courses taken in the studied period. In the following discussion, we present the most important findings and their possible explanation. In Conclusion, we summarize our analysis of the collected material and make recommendations for future research.
Highlights
IntroductionRemote learning had to be introduced in schools and at universities without prior tests or considerations
The study aims to summarize the experience of students after a month of remote learning resulting from the introduction of restrictions during the coronavirus pandemic in Poland
We have a reason to believe that the emotional side of remote learning is important. (Chen & Chen, 2007) proved how access to the Internet and motivation of students can be an important element of online learning as relates to feeling satisfaction
Summary
Remote learning had to be introduced in schools and at universities without prior tests or considerations For this research, it was interesting how the students managed to adjust to this unusual situation. If access to the Internet and motivation were not present, satisfaction would have probably not occurred This is to find in our research, as we gathered information about feeling anxiety and joy, and compared it to the evaluation of the experience of online learning. The survey consisted of three parts; the first one was informative and statistical, the second part was about feelings and emotions connected with remote learning and the third one – about the course of classes, communication with lecturers, and quality of educational materials.
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