Tomczyk Łukasz, Walker Christopher
Pedagogical University of Cracow, Ingardena 4 street, 30-060 Kraków, Poland.
International House Bielsko-Biała, Bielsko-Biała, Poland.
Educ Inf Technol (Dordr). 2021;26(6):6847-6877. doi: 10.1007/s10639-021-10539-7. Epub 2021 Apr 17.
The article was written as a consequence of the COVID-19 pandemic in Poland, which had an impact not only on public health, but also on the functioning of the educational sector. The text is an attempt to summarize the challenges of crisis e-learning from the perspective of the challenges faced by teachers in Poland in the period of March-December 2020. The article reveals a number of new phenomena not present in the literature in the context of e-learning implemented in an intuitive, non-linear way, without methodological support, and thus referred to as crisis e-learning. The aim of the research was to explore the characteristics of crisis e-learning in Poland from the perspective of teachers' experiences. Due to epidemiological limitations, the research area was narrowed down to cyberspace. This text presents the results of research relating to statements made by teachers posting in the largest Polish discussion group on education. The group currently consists of over four thousand people. The study uses an analysis of several thousand posts and then identifies and categorizes statements related to crisis e-learning along with a phenomenological interpretation. The analyses made it possible to identify seven categories of challenges attributed to crisis e-learning, such as: technical problems, use of non-standard solutions, the search for solutions to increase the effectiveness of e-learning, the transfer of proven applications and programmes, problems with students, problems with parents, and the modernisation of workstations. The data presented show teacher micro-worlds in the time of the pandemic in Poland. The article is a response to the need to understand the processes occurring in the Polish educational system under the influence of crisis events related to the pandemic. The text may prove valuable for educating future generations of teachers in the field of e-learning and increasing the effectiveness of training activities aimed at strengthening the digital competence of current teachers.
本文是在波兰新冠疫情背景下撰写的，疫情不仅对公共卫生产生了影响，也对教育部门的运作产生了影响。本文试图从2020年3月至12月波兰教师所面临的挑战的角度，总结危机式电子学习的挑战。文章揭示了一些在文献中未出现的新现象，这些现象出现在以直观、非线性方式实施的电子学习中，没有方法上的支持，因此被称为危机式电子学习。该研究的目的是从教师的经验角度探索波兰危机式电子学习的特点。由于流行病学限制，研究范围缩小到网络空间。本文呈现了与在波兰最大的教育讨论组中发帖的教师的陈述相关的研究结果。该群组目前有四千多人。该研究对数千个帖子进行了分析，然后识别并分类与危机式电子学习相关的陈述，并进行现象学解释。这些分析使得能够识别出归因于危机式电子学习的七类挑战，例如：技术问题、使用非标准解决方案、寻求提高电子学习有效性的解决方案、已验证应用程序和课程的转移、学生问题、家长问题以及工作站的现代化。所呈现的数据展示了波兰疫情期间教师的微观世界。本文是对理解波兰教育系统在与疫情相关的危机事件影响下所发生的过程的需求的回应。本文对于培养未来几代电子学习领域的教师以及提高旨在增强当前教师数字能力的培训活动的有效性可能具有价值。
