Étudier en ligne ou non? Comment les étudiants perçoivent la formation à distance pendant la pandémie de COVID-19 ? Étude d’un journal de bord

Marzena Wysocka-Narewska

Résumé


L'article contient uniquement le résumé en anglais.


Mots-clés


enseignement à distance ; étudiants universitaires ; pandémie de COVID-19 ; avantages ; inconvénients

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Références


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Franklin N., Yoakam M., & Warren R. (1996). Distance learning: a guide book for system plannning and implementation. Indiana University.

Godawa, G. (2020). Wymuszona konieczna niedogodność zdalne nauczanie w sytuacji pandemii COVID-19 w refleksji rodziców. Konteksty Pedagogiczne, 2(15), 207–225. https://doi.org/10.19265/kp.2020.2.15.278

Harper, C. H., Chen, K., & Yen, D. C. (2004). Distance learning, virtual classrooms, and teaching pedagogy in the Internet environment. Technology in Society, 26, 585–598. http://dx.doi.org/10.1016/j.techsoc.2004.08.002

Isik, A. H., Karakis, R., & Guler, I. (2010). Postgraduate students’ attitudes toward distance learning (the case study of Gazi University). Social and Behavioural Science, 9, 218–222. http://dx.doi.org/10.1016/j.sbspro.2010.12.139

Jelińska, M., & Paradowski, M. B. (2021).Teachers’ Engagement in and Coping with Emergency Remote Instruction during COVID-19-Induced School Closures: A Multinational Contextual Perspective. Online Learning Journal, 25(1), 303–328. http://dx.doi.org/10.24059/olj.v25i1.2492

Ordinance of the Ministry of Education of 11 March 2020 on Special Solutions in the Period of Temporary Limitation of the Functioning of Units of the Educational System in Connection with Preventing, Counteracting and Combating COVID-19. https://kuratorium.katowice.pl/wp-content/uploads/2020/03/rozporzadzenie-w-sprawie-szczegolnych-rozwiazan-ar_t.-30c.pdf

Ordinance no 28 of the Rector of the University of Silesia in Katowice of 12 March 2020 on countering the spread of SARS-CoV-2 virus. http://bip.us.edu.pl/sites/bip.us.edu.pl/files/zarz202028.pdf

Papaja, K. (2021). Negative emotions experienced by Polish English teachers during COVID-19: a qualitative study based on diaries. Lublin Studies in Modern Languages and Literature. 45(3), 3–17. http://dx.doi.org/10.17951/lsmll.2021.45.3.3-17

Pavlenko, A. (2008). Emotion and emotion-laden words in the bilingual lexicon. Bilingualism: Language and Cognition, 11(2), 147–164. http://dx.doi.org/10.1017/S1366728908003283

Roblyer, M. D., Edwards, J., & Havriluk, M. A. (2000). Integrating educational technology into teaching. Prentice Hall.

Sowa, K. Z. (2009). Struktura społeczna uniwersytetu. Wspólnota i hierarchia. Państwo i społeczeństwo, 2, 5–21.

Taplin, R. H., Kerr, R., & Brown, A. M. (2013). Who pays for blended learning? A cost–benefit analysis. The Internet and Higher Education, 18, 61–68. http://dx.doi.org/10.1016/j.iheduc.2012.09.002

Wysocka-Narewska, M. (2021). Distance Learning During the Coronavirus Lockdown: the Areas of Success and Failure Experienced by Polish Teachers of English as a FL. International Journal of Research in E-learning, 7(2), 1–15. http://dx.doi.org/10.31261/IJREL.2021.7.2.06

Young, J. R. (2011). College presidents are bullish on online education but face a skeptical public. The Chronicle of Higher Education. http://chronicle.com/article/College-Presidents-Are-Bullish/128814/




DOI: http://dx.doi.org/10.17951/lsmll.2023.47.3.7-18
Date of publication: 2023-11-08 11:50:05
Date of submission: 2022-04-13 21:37:41


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Droit d'auteur (c) 2023, Marzena Wysocka-Narewska

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