Zawadka Joanna, Miękisz Aneta, Nowakowska Iwona, Plewko Joanna, Kochańska Magdalena, Haman Ewa
Faculty of Polish Studies, University of Warsaw, Krakowskie Przedmieście 26/28, 00-927 Warsaw, Poland.
Faculty of Psychology, University of Warsaw, Warsaw, Poland.
Educ Inf Technol (Dordr). 2021;26(6):6973-6994. doi: 10.1007/s10639-021-10559-3. Epub 2021 Apr 24.
This article presents the results of a survey on yet under-researched aspects of remote learning and learning difficulties in higher education during the initial stage (March - June 2020) of the COVID-19 pandemic. A total of 2182 students from University of Warsaw in Poland completed a two-part questionnaire regarding academic achievements in the academic year 2019/2020, living conditions and stress related to learning and pandemic, as well as basic demographic information, and (DDQ). The analyses were carried out in three sub-groups of students: who self-reported having a formal diagnosis of dyslexia (CDYS), self-reported reading difficulties, but had no formal diagnosis of dyslexia (SIDYS), and who reported no reading difficulties (CON). The results of the survey revealed that compared with the CON group, more students from CDYS and SIDYS groups did not pass at least one exam in the summer semester. CDYS and SIDYS groups experienced higher stress due to epidemiological restrictions, they had more difficulties than CON with the organisation of learning and obtaining credit during the COVID-19 pandemic. The results indicate a need for special consideration of additional support for students experiencing reading difficulties (whether or not they have a formal diagnosis).
本文介绍了在新冠疫情初期（2020年3月至6月）对高等教育中远程学习和学习困难方面尚未充分研究的内容进行的一项调查结果。来自波兰华沙大学的2182名学生完成了一份两部分的问卷，内容涉及2019/2020学年的学业成绩、生活条件以及与学习和疫情相关的压力，还有基本人口信息，即阅读困难问卷（DDQ）。分析在三个学生亚组中进行：自我报告有诵读困难正式诊断的学生（CDYS）、自我报告有阅读困难但无诵读困难正式诊断的学生（SIDYS）以及报告无阅读困难的学生（CON）。调查结果显示，与CON组相比，CDYS组和SIDYS组中有更多学生在夏季学期至少有一门考试未通过。CDYS组和SIDYS组因疫情限制承受了更高的压力，在新冠疫情期间，他们在学习安排和获得学分方面比CON组有更多困难。结果表明，需要特别考虑为有阅读困难的学生（无论是否有正式诊断）提供额外支持。
