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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

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[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.
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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
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Authors and Affiliations

Miłosz Wawrzyniec Romaniuk
1
Joanna Łukasiewicz-Wieleba
1

  1. The Maria Grzegorzewska University, Warsaw, 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 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

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Go to article

Authors and Affiliations

Miłosz Wawrzyniec Romaniuk
1
Joanna Łukasiewicz-Wieleba
1

  1. The Maria Grzegorzewska University, Warsaw, Poland

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