Practice Communication Skills Research Articles

초등 영어몰입교육에 대한 학습자와 학부모의 인식 비교 연구

Objectives The purposes of this study were to investigate the perceptions and opinions of elementary school stu-dents and parents regarding English immersion education in the context of the EFL environment in Korea, in order to understand the role of English immersion education in promoting natural and autonomous language acquisition. Methods A survey was conducted among elementary school students in grades 3-6 and their parents residing in Gangbuk district, Seoul, to assess their perceptions of English immersion education. Independent sample t-tests were performed to analyze the data. The survey instrument covered various aspects of English immersion education, including general satisfaction, learning styles, academic achievement, and the effectiveness of English language skills. Results The results of this study indicate that both learners and parents showed high satisfaction with English im-mersion education, with no significant differences between the two groups. English immersion education had a positive impact on learners and parents in terms of affective domain, learning style, and general academic achievement. Particularly, parents perceived that English immersion education had a greater effect on enhancing learners' learning interest and confidence. Furthermore, both learners and parents recognized the positive effects of English immersion education on reading, writing, listening, and speaking skills, with differences in perception and effectiveness ranking observed, especially in reading and speaking domains. Both learners and parents showed minimal awareness of the drawbacks of English immersion education. Furthermore, both groups ex-pressed a positive attitude towards the full implementation of English immersion education, recognizing its po-tential to enhance English proficiency and practical communication skills. Conclusions Based on the findings of this study, both learners and parents acknowledge the positive effects of English immersion education, highlighting its potential to enhance students' English proficiency and practical communication skills, thus playing a crucial role in achieving the goals of elementary English education.

The power of virtual connections: A randomized controlled trial of online positive psychotherapy training on effective communication skills of nursing students

AimThis research aimed to assess the impact of the online "Positive Psychotherapy- Based Key Model of Courtesy and Integrity" (KMCI)" program on the effective communication skills of nursing students. BackgroundWith the growing integration of virtual platforms in psychotherapy education, there is a burgeoning interest in understanding their influence on nursing student’s communication abilities. Recognizing how online positive psychotherapy education shapes these skills is pivotal for enriching nursing education and practice. DesignThe study adopted a pre-test-post-test randomized controlled design and involved 64 undergraduate nursing students from a state university's nursing department during the 2021–2022 academic year, all enrolled in psychiatric nursing courses. MethodsStudents were divided into experimental and control groups through simple randomization. Pre-tests, encompassing a "Personal Information Form" and an "Effective Communication Skills Scale," were administered to both groups. Subsequently, the experimental group received the "Positive Psychotherapy- Based Key Model of Courtesy and Integrity" program online for five weeks, while no intervention was provided to the control group during this period. Post-tests were then conducted for both groups after five weeks. ResultsThe findings revealed a significant increase (p<0.05) in the total scores of sub-dimensions, including "Ego-Enhancing Language, Active Listening, Self-Disclosure and Recognition, Empathy and Self-Language Scale" in the experimental group in both intra-group and inter-group comparisons. ConclusionIn conclusion, the "Positive Psychotherapy- Based Key Model of Courtesy and Integrity" program effectively enhances practical communication skills among nursing students. Equipping students with the ability to integrate courtesy and integrity isn’t effective.

Exploring the Experiences of First-Time Clinical Rotation Supervisors: Qualities, Training, and Needs

Little is known about the experience of first-time child life clinical rotation supervisors. The purpose of this study is to explore the thoughts, feelings, and experiences of these individuals using qualitative research methods. During a semi-structured interview, 13 participants were asked about their experience supervising an intern for the first time; qualities, skills, and experiences needed in a clinical rotation supervisor; and resources and trainings provided to support supervising an intern for the first time. Participants identified certain competencies they felt were important for clinical rotation supervisors to display, including the ability to put child life knowledge into practice and effective communication skills, while recognizing that formalized training is needed to further develop competencies and, overall, help first-time clinical rotation supervisors feel better prepared for their role. Related to their individual experience, participants expressed a desire to contribute to the next generation of Certified Child Life Specialist (CCLS). Participants recalled feeling nervous and often expressed feeling unprepared to step into the role even when seeking support from multiple outlets in varying formats. The participants acknowledged that a training program would be beneficial in preparing new clinical rotation supervisors, as well as in standardizing the internship experience for students. The perspectives offered by the first-time clinical rotation supervisors emphasized the need for accessible, standardized training for this role, as well as for various supports throughout the supervision (e.g., continued learning opportunities, support from colleagues, and meeting time with child life educators/managers).

IJCM_362A: Opportunistic Development of an Educational Intervention to Leverage Community Medicine Residents as Teachers for Community-Based Implementation of Attitudes, Ethics and Communication Module for Medical Students Using Life Skills Education Framework

Background: While undergraduate (UG) medical students often have inadequate opportunities to develop the Attitude, Ethics and Communication (AETCOM) competencies in real-world community settings, the Community Medicine (CM) residents have wider opportunities for community-based activities, but often lack opportunities to independently lead community-based intervention programs. Objective: This descriptive study involves the opportunistic development of a novel educational intervention aimed at integrating the fieldwork and teaching duties of a CM resident, facilitating the administration of the AETCOM module in real-world settings to benefit both UGs and the resident. Methodology: The intervention involved appointing a second-year CM resident as an independent near-peer teacher. This resident conceptualized, developed, and implemented a community-based learning (CBL) experience to administer the AETCOM module in community settings. The CBL included the resident facilitating a life skills education (LSE) session based on the World Health Organization Life Skills framework by engaging 30 third-year medical students with 50 children from the community in the Rural Health Training Centre field area. Kirkpatricks Level One of evaluation was conducted by collecting feedback through informal discussions between the resident, UGs, and faculty. Results: The medical students stated that the program provided an opportunity to learn CM beyond classroom in the community itself, sparking increased interest in the subject; practice teamwork and communication skills in real-world settings; discover their own strengths beyond academics. The resident reported gaining confidence in leadership skills via the opportunity to independently develop and implement a program, and also positively rated the chance to integrate work with teaching responsibilities. The faculty agreed to the benefits but reported apprehension about logistical challenges in routine implementation of such programs. Conclusion: Engaging residents-as-teachers to implement the AETCOM module through a LSE program in community settings is a novel approach to facilitate the development of relevant soft skills among medical students and residents.

Alignment of Coursebook and Curriculum: Effective Business English Learning Outcomes

Confronted with the challenges of an interconnected work environment, students often have difficulties in connecting theoretical knowledge with practical communication skills. This article examines the potential of business English coursebooks to be reimagined as transforming tools that equip students to traverse the business environment effortlessly. Previously seen as purely theoretical resources, these coursebooks may now be recognized as valuable assets for students. We contend that meticulously crafted coursebooks, when used proficiently, may serve as gateways to developing essential communication aptitudes, cultural consciousness, and pragmatic negotiation proficiencies. Through interesting case studies, interactive activities, and simulations, students obtain genuine experience in composing emails, making presentations, and participating in negotiations, increasing confidence and enhancing their employability potential. In conclusion, we emphasize the many advantages of using coursebooks not just as reservoirs of information but also as dynamic tools for molding self-assured and accomplished corporate communicators. This article only concentrates on the compliance of the coursebook to the aims of the course of the English major students at Ho Chi Minh City University of Industry and Trade.

Inclusive Science Communication Approaches Through an Equity, Diversity, Inclusion, and Social Justice (EDISJ) Lens

Science communication has taken center stage in Science, Technology, Engineering, and Math (STEM) disciplines in the context of public outreach and citizen science. Developing practical communication skills is imperative for all scientists to be highly successful in their careers and more so for underrepresented and Black, Indigenous, and People of Color (BIPOC) professionals in STEM. The program, led by the Engineering and Science Librarian at the University of Victoria (UVic) Libraries, aimed to equip students and early career scientists with critical communication skills by leveraging the unique voices and lived experiences of BIPOC speakers in STEM disciplines. Through this program, a unique toolkit with engaging modules consisting of 30 short videos, each three minutes long (30 x 3) by BIPOC speakers was created to provide broad foundational skills in verbal and visual communication, using an Equity, Diversity, Inclusion, and Social Justice (EDISJ) lens. A two-day conference offered networking and communication development opportunities to students and early-career scientists in STEM disciplines by connecting them with BIPOC STEM leaders and visionaries who promote STEM advocacy. This paper will discuss the methods used in the creation of the toolkit and conference using an EDISJ lens.

Practical English Oral Expression and Communication Skills

In this era of globalization, English has become the universal language for international communication. Whether it’s business negotiations, studying abroad, or daily communication, fluent English oral expression is crucial. For studying abroad, good English oral expression skills can not only help you better adapt to the new environment, but also allow you to have a deeper understanding of the local culture. In daily life, being able to express your thoughts fluently in English can help you better communicate with foreign friends and expand your social circle. Therefore, improving English oral expression ability is very important for everyone. Below, the author will share some practical English oral expression and communication skills to help you improve your English speaking skills and communicate more confidently with others. By mastering these practical English oral expression and communication skills, your English oral proficiency will improve and you will be more confident in communicating with others.

The Pursuit of Positive Impacts: Translating Longitudinal Cancer Studies into Successful Health Communication Interventions

ABSTRACT Over a decade ago, in the 100th issue of Health Communication (Volume 25, issues 6–7); 2010), 30 “impact” articles addressed how our collective research findings had been translated to make a positive difference for persons across diverse communities. It is laudable to develop projects helping others to enhance their awareness about healthy living, refine practical communication skills to promote behavioral change, and rely on findings to enact important practices and policies giving priority to how well and long we live in contemporary society. As a preview, however, an article entitled “Why is it so difficult to talk about impact?” raised a series of inherent challenges faced whenever we conduct our research to advance basic knowledge by pursuing meaningful translation opportunities. These efforts are constrained in various ways: A lack of motivation, ability, and training to envision and implement protocols beneficial for the public good; the need to procure adequate resources (e.g., time and money) for sustaining longitudinal investigations; dealing with misconceptions that “applied” communication research has less value than “basic” studies; and creating and managing cross-disciplinary collaborations necessary to achieve project goals. When designing interventions to change others’ lives in meaningful ways, attention must also be given to balancing community outreach while avoiding unnecessary self-promotion and imposition of social scientific priorities.

Perceptions des étudiants/étudiantes et des instructeurs/instructrices concernant les avantages et les inconvénients d’utiliser une évaluation basée sur Twitter dans un cours de premier cycle sur la nutrition en santé publique

Perceptions des étudiants/étudiantes et des instructeurs/instructrices concernant les avantages et les inconvénients d’utiliser une évaluation basée sur Twitter dans un cours de premier cycle sur la nutrition en santé publique

Having it both ways: learning communication skills in face-to-face and online environments

In early 2020, the COVID-19 pandemic forced educators to transition to online teaching almost overnight. This paper focuses on students’ perceptions of communication skills in a practice course in the spring of 2020. The beginning of the course was held face-to-face and conducted online at the end. We sought information regarding students’ experiences of online course in a skill-based course. Relying on knowledge about online communication, we selected three areas to focus on in online course. First, feedback is essential in the process of learning communication skills and is included in the course learning objectives. Second involves eliciting conversations in an online environment. The third area is the connection between the audience and the speaker in public speaking. Our goal was to develop the course according to student’s perceptions. At the end of the course, 26 students answered open-ended questions about the two forms of implementation. Using thematic analysis, five different themes were constructed: (1) positive perceptions of the course, (2) neutral perceptions of online course, (3) perceptions of the challenges in online course, (4) perceptions of public speaking, and (5) perceptions of feedback. During the course, the students learned much-appreciated computer-mediated communication. They believed that the good learning results were due to careful organization and connection to other students. While uncommon, few students perceived online course as neither good nor bad, just neutral. Nevertheless, online course was not without challenges; students identified several problems concerning, for example, conversations and non-verbal communication. Furthermore, students considered feedback to be successful; however, online public speaking was perceived as different from speaking to a physical audience. The results of this study indicate that in a skill-based course, the online format can be just as effective as the face-to-face format. However, especially because public speaking was regarded as different and participants appreciated practicing communication in the online setting, we suggest that students should have the opportunity to practice communication skills both online and face-to-face. Additionally, although conversations received special attention, it caused the most significant challenges in the online environment; therefore, we propose that solutions to address this problem must be investigated further.

Cultural Values and Intercultural Sensitivity among College of Teacher Education Students

Most university and college students are susceptible to prejudice, stereotype, or even discrimination towards individuals or groups of people from different cultures. This confluence of concerns has occurred both within and outside the educational sector. As a result of this alarming predicament, this study aims to determines the relationship between cultural values and intercultural sensitivity among College of Teacher Education students officially enrolled for the Academic Year 2022–2023 in the University of Mindanao in Matina, Davao City. With a total population of 2,054 students in the College of Teacher Education program, the researchers obtained a total of 324 respondents, which was calculated using the Raosoft sample size calculator. This study used convenience sampling and a descriptive correlational research design. The Mean, Standard Deviation, and Pearson Product Correlation were utilized as statistical techniques. The overall findings show that the level of cultural values is high, with a mean score of 4.46 and a standard deviation of .38, while the level of intercultural sensitivity is also high, with a mean score of 4.44 and a standard deviation of .40. This indicates that the cultural values and intercultural sensitivity among undergraduate teachers at the University of Mindanao are highly manifested. Furthermore, the p-value of .000, states that there is a significant relationship between cultural values and intercultural sensitivity. The r-value of .622* also indicates a moderately positive (direct) correlation between cultural values and intercultural sensitivity. Finally, the study's overall results affirm that cultural values have a significant (direct) relationship with the intercultural sensitivity of the College of Teachers Education students at the University of Mindanao. It concludes that students better understand and appreciate cultural diversity. In this sense, future educators have practical intercultural communication skills and collaboration among people of diverse cultural backgrounds. Thus, it creates an inclusive and equitable environment for civically competent individuals in a pluralistic society.

Overcoming Emotional and Communication Barriers With Performing Arts Strategies: The Case of Puerto Rican Business Students

This article discusses interdisciplinary approaches to help students overcome communication barriers by integrating performing arts in Business Communication courses. Companies emphasize a workforce with solid soft skills to succeed. International Business employs English; thus, practical communication skills in English provide access to jobs in international scenarios. However, in Puerto Rico, second-language speakers of English feel intimidated when speaking it. The emotional barriers students endure while developing intercultural and communication skills in English is a topic worth researching. Performing arts provide strategies to raise body awareness and increase self-confidence. These elements will lead to a confident and effective communicator.

1945 Hospital at Home - developing a novel simulation induction programme through quality improvement

Abstract Introduction The UK is expanding provision of acute medical care in people’s own homes through Hospital at Home (H@H) and virtual wards. Our H@H service is training junior doctors to meet the growing clinical need in this environment. We describe the use of simulation training to improve the H@H induction process. Methods From their experiences in H@H, junior doctors identified specific training needs to build relevant competencies. From this feedback, PDSA cycle one involved junior doctors designing a dedicated simulation training (H@H-SIM). Stations addressed clinical, practical and advanced communication skills required in H@H using high- and low-fidelity simulation. PDSA cycle two used post-course evaluation to refine H@H-SIM through introduction of FP10 prescribing stations, point-of-care testing (POCT) and greater emphasis on practical skills. Revisions were evaluated via participant questionnaire before and after the H@H-SIM. Results Cycle two of H@H-SIM involved twenty doctors. The clinical scenarios, prescribing and practical skills stations, including POCT and IV administration, were perceived as the most useful parts of training. Overall self-rated confidence in knowledge and skills to work in H@H improved from a mean of 6.9 to 7.7/10. Before H@H-SIM, 60% were ‘not confident’ with recognising end of life (EOL), IV administration or decision-making around remaining at home; 10% with advance care planning (ACP). After H@H-SIM, 10% felt ‘not confident’ with recognising EOL or ACP and 5% with IV administration. Concerns persisted with using equipment, prescribing and availability of senior support. An additional station on recording ECGs was suggested. Conclusions Working in a H@H context and seeing patients in their homes can be daunting for junior doctors. H@H-SIM embedded into induction is one way to prepare doctors for this role, improve their confidence and has potential for wider replication.

Relationship between Clinical Practice Stress, Communication Skills, and Clinical Performance in Nursing Students Who Experienced Virtual Online Clinical Practice

Background: This study aims to investigate the relationship between clinical practice stress, communication skills, and clinical performance of nursing students who have engaged in virtual online practicum due to coronavirus disease-19 (COVID-19). The findings will serve as foundational data for developing education programs to enhance nursing students’ clinical performance.Methods: The data were collected from 111 third- and fourth-year nursing students at a nursing school in Busan Metropolitan City who experienced virtual online clinical practice due to COVID-19, from October 4 to October 15, 2021. Instruments to measure clinical practice stress, communication skills, and clinical performance were used. The collected data were analyzed using descriptive statistics, independent t-test, one way analysis of variance, and Pearson’s correlation coefficients.Results: Among nursing students who have engaged in a virtual online clinical practice, the mean clinical practice stress score was 2.49±0.53, and the mean communication skills score was 4.01±0.43. The mean clinical performance score was 3.80±0.56. Clinical performance was significantly positively correlated with communication skills (&lt;i&gt;r&lt;/i&gt;=0.62; &lt;i&gt;P&lt;/i&gt;&lt;0.001).Conclusions: Based on these results, it is important to develop and implement education programs that enhance communication skills in order to improve clinical performance in nursing students who have experienced virtual online practice. As this study was conducted on nursing students at a single school, interpretation of the results requires caution. Thus, future research should recruit a larger study population and identify relevant variables.

Therapeutic Communication Skills of Nursing Students in Clinical Practice

Communication in nursing is called therapeutic communication which is a way of fostering a therapeutic relationship between nurses and patients that has the aim of helping in the patient's healing process. This study aims to determine therapeutic communication skills for nursing students in clinical practice. The type and design used in this study is a type of quantitative research. Fisher's Exact Test results obtained p value (0.000) &lt; α value (0.05). It can be concluded that there is a relationship of knowledge with therapeutic communication skills in the clinical practice of nursing students. Therapeutic knowledge and communication skills are essential in the clinical practice of student nursing. Therapeutic communication knowledge and skills are key elements in a student's nursing clinical practice. This is at the core of effective and empathetic patient care

VIRTUAL REALITY FOR PALLIATIVE CARE COMMUNICATION TRAINING: A NOVEL DISSEMINATION STRATEGY

Abstract Towards the end of life, 75% of older adults visit the emergency department (ED). During acute health decompensation, most older adults with serious illness (predicted survival of less than one year) do not have advance directives and are at risk of receiving care inconsistent with their goals. To deliver patient-centered care, palliative care communication skills are essential, especially during the shared decision-making for cardiopulmonary resuscitation (i.e., code status conversations). Facilitated by skilled faculty and trained actors playing the role of a seriously ill older adult in acute health decompensation, the traditional palliative care communication training combines role play and individual feedback to practice communication skills. These evidence-based, palliative care trainings have demonstrated to improve communication skills in trained clinicians with enduring skills 12-15 months later. However, these trainings take a minimum of four hours with highly trained faculty and professional actors to role play, which hinders wider dissemination. To improve nationwide dissemination of evidence-based practices in code status conversations, we have leveraged virtual reality technology to allow clinicians to experience in-person, palliative care communication training. In collaboration with a virtual reality company, a 360-degree view, virtual reality training content has been filmed in a real hospital environment. Using the same evidence-based, palliative care communication contents, clinicians in training can now experience the role play in a virtual reality environment in one hour instead of four. By leveraging virtual reality technology, evidence-based palliative care communication training can now be disseminated with much less institutional investment (e.g., training time, faculty resources, etc.).

Practicing requirements elicitation in a serious game: comparison between non-immersive and immersive virtual reality

One of the biggest problems in teaching Requirements Engineering at universities is the lack of access to real projects, which could allow students to interact with stakeholders and practice communication skills while conducting requirements elicitation. This article presents a serious game for practicing requirements elicitation through guided interviews with stakeholders. Two versions of the game were developed. The Immersive VR game was designed to run on mobile phones with Google Cardboard. A Non-Immersive version was also developed to run on Windows. Systematic literature reviews point out a lack of immersive VR games for learning Software Engineering. Moreover, the game proposed here is a pioneer in the addressed subject, including the use of low-cost technologies, such as Google Cardboard. The game was tested for 20 minutes by 46 students in two classes of the Bachelor's Degree in Software Engineering. After the test in the first class, the game was improved, and another test was conducted. The purpose of the validation was to verify the sense of presence among the students through a presence questionnaire (PQ). The highest averages were identified in the non-immersive version. For the immersive version, the statistically significant lowest evaluated values pertained to movement within the environment and the feeling of disorientation at the end of the experience. This indicates the need for improvements regarding movement. The literature suggests two directions: the first is to reduce the duration of experimentation with immersive environments, and the second suggests exploring alternative mechanisms for movement within the environment. It is important to remember that the students experimented with their own mobile phones, that is, they did not use dedicated VR equipment. Therefore, it can be concluded that developing VR solutions for these devices requires more restrictive decisions.

Rating communication skills in dental practice: the impact of different sociodemographic factors

BackgroundCommunication abilities are essential for the successful operation of a dental business and significantly influence outcomes, compliance, and patient satisfaction.Aims and methodsThe aim of our study was to evaluate the knowledge and practice of doctor-patient communication among Jordanian dentists. This evaluation was conducted through a survey based on the key components of the Calgary Cambridge Observation Guides. Additionally, the impact of several sociodemographic characteristics on communication abilities was investigated. This cross-sectional study was conducted from January to June 2022. The data collection tool was an online questionnaire developed by the researchers, consisting of three sections: self-reported demographic and professional data, the practice of doctor-patient communication, and knowledge of doctor-patient communication.ResultsThe study included 305 dentists, comprising 106 males and 199 females, with a mean age of 32.9 ± 9.0 years. The mean score for communication skills knowledge was 41.5, indicating a moderate level of communication skills knowledge. Female dentists demonstrated significantly higher communication scores compared to their male counterparts, and those working in the private sector scored significantly higher than those in the governmental sector or in both sectors (P ≤ 0.05). In general, older and more experienced dentists exhibited better communication skills. Educational level had a positive impact on certain communication skills items. 58.4% believed that communication skills can always be developed and improved through training sessions, while 48.9% reported never having attended such courses. 95.1% believed that training courses on communication skills are always necessary as part of the educational curriculum. The main obstacles that may deter dentists from considering communication skills courses were limited time (62.3%), course availability (37.7%), cost (28.2%), and perceived lack of importance (8.2%).ConclusionAmong a sample of Jordanian dentists, there appears to be a discrepancy between knowledge and self-reported practices regarding communication abilities. In certain crucial, evidence-based areas of doctor-patient communication, there are fundamental deficiencies. Considering the significant role dentists play in oral health and prevention, communication skills should be a top educational priority for them.

Communication Skills: A Scoping Review of Experiences, Perceptions, and Use in Dietetics Practice

BackgroundCommunication skills are a cornerstone of practice for dietitians. The field of dietetics is evolving and there is a need to synthesize the available literature on communication skills to improve the effectiveness of patient consultations and inform practitioner development. ObjectiveThis scoping review aimed to identify the research literature relating to communication skills used in dietetics practice and perceptions and experiences of dietetics students, dietitians, and patients regarding communication skills. MethodsThis scoping review was conducted in accordance with the Joanna Briggs Institute methodology for scoping reviews and best practice guidance. Five databases (Medline, Embase, the Cumulative Index to Nursing and Allied Health Literature, Education Resources Information Center, and PsycInfo), two theses databases, and conference proceedings for 8 dietetics and health professions education associations were systematically searched for research on dietitians’ communication skills. This included skills used in dietitian-patient communication, in communication interactions in different employment contexts, and diverse forms of communication (verbal, written, technological) and the views of dietetics students, dietitians, and patients, regarding communication skills. The search had no geographical or time limits. Studies were independently screened by two authors. ResultsThe 70 included studies spanned 45 years and were organized into four thematic categories: importance of communication skills in dietetics practice, development of communication skills, communication skills for dietitian-patient communication, and communication skills for wider dietetics practice. Sixty-five (92.9%) of the studies specifically explored the communication skills used for dietitian-patient consultations, including rapport building, questioning, listening, paraphrasing, and clarifying, whereas skills such as intercultural communication were less researched. ConclusionsThere is consensus between patients and dietitians regarding the skills that contribute to effective dietitian-patient communication. Areas less explored in the literature include the skills needed for intercultural communication and those needed for science communication. Greater understanding of the communication skills needed for contemporary nutrition and dietetics practice will guide education strategies for the development of dietitians.

An evaluation of the effectiveness of distance learning using ICT in geographical education. From the experiences of teachers in Poland

Abstract The article presents the results of a survey conducted among Polish geography teachers. The purpose of the research was to examine use of information and communication technologies (ICT) in geographical education, carried out remotely after the end of the Lockdown. The collected opinions show that the vast majority of teachers now use information obtained from the Internet and free applications in lessons much more often than before the Covid-19 pandemic. The forced abandonment of traditional classroom learning and its replacement with distance learning has contributed to the development of new skills among teachers and students. Despite the initial reluctance caused by the lack of preparation for the use of new information technologies, geography teachers see many advantages to remote teaching using ICT. In the opinion of those surveyed, the acquired practical digital and communication skills have a positive impact on the teaching of geography. Respondents emphasized that distance learning should only be a supplement to traditional education and used in exceptional situations.