E-learning in the Time of COVID-19
Scientific Editor Eugenia Smyrnova-Trybulska
“E-learning”, 13, Katowice–Cieszyn 2021, pp. 40–48
EDUCATIONAL CHALLENGES DURING THE PANDEMIC
R. Robert Gajewski, Warsaw University of Technology, Faculty of Civil Engineering Aleja Armii Ludowej 16, 00-637 Warszawa, Poland email@example.com, ORCID 0000-0002-2521-6559
Abstract: The article summarizes one year of pandemic education. After presenting the calendar of events, the author describes his motivation to prepare this paper, presents the review of last year’s literature. He refers to several basic educational terms and describes his experiences with Small Private Online Courses (SPOC) and an educational newsletter. Further, the author discusses simple ways of preparing multimedia objects of knowledge and proposes to use the paradigm of flipped educa- tion accomplished by formative assessment as well as making materials available in the framework of the Synchronous Online Flipped Learning Approach (SOFLA). Remote evaluation of learning outcomes is difficult and problematic mainly because of the e-cheating problem. The effectiveness of SOFLA during the pandemic was investigated in the same way as in China. Results of both surveys were compared. The article is supplemented by some comments regarding the future of education based on a comparative analysis of the situation of teachers in Poland and around the world.
Keywords: pandemic education, flipped classroom, formative assessment, blended learning, learning objects.
A r o r a, A.K. & S r i n i v a s a n, R. (2020). Impact of Pandemic COVID-19 on the Teaching – Learning Process: A Study of Higher Education Teachers. Prabandhan: Indian Journal of Management, 13(4), 43–56. https://doi.org/10.17010/pijom/2020/v13i4/151825.
B a i l e y, D., A l m u s h a r r a f, N., & H a t c h e r, R. (2020). Finding satisfaction: Intrinsic motivation for synchronous and asynchronous communication in the online language learning context. Education and Information Technologies. https://doi.org/10.1007/s106 39-020-10369-z.
B a r d i, U. (2017). The Seneca Effect: Why Growth is Slow but Collapse is Rapid. Springer International Publishing. https://doi.org/10.1007/978-3-319-57207-9.
B a r d i, U. (2020). Before the Collapse: A Guide to the Other Side of Growth. Springer Inter- national Publishing. https://doi.org/10.1007/978-3-030-29038-2.
C o l o m o – M a g a ñ a, E., S o t o -Va r e l a, R., R u i z – P a l m e r o, J., & G ó m e z – G a r c í a,M. (2020). University Students’ Perception of the Usefulness of the Flipped Classroom Methodology. Education Sciences, 10(10), 275. https://doi.org/10.3390/educsci10100275.
D h a w a n, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems. https://doi.org/10.1177/0047239520934018.
E r i k s s o n, T., A d a w i, T., & S t ö h r, C. (2017). “Time is the bottleneck”: A qualitative study exploring why learners drop out of MOOCs. Journal of Computing in Higher Education, 29(1), 133–146. https://doi.org/10.1007/s12528-016-9127-8.
F o x, A. (2013). From MOOCs to SPOCs. Communications of the ACM, 56(12), 38–40. https:// doi.org/10.1145/2535918.
G a j e w s k i, R.R. (2016). IT in Educational Management: Can it Support Solution of e- Cheating Problem? In T. B r i n d a, N. M a v e n g e r e, I. H a u k i j ä r v i, C. L e w i n, & D. P a s s e y (Eds.), Stakeholders and Information Technology in Education (pp. 104– 113). Springer International Publishing. https://doi.org/10.1007/978-3-319-54687-2_10.
G a j e w s k i, R.R. & J a c z e w s k i, M. (2014). Flipped Computer Science Classes. Annals of Computer Science and Information Systems, 2, 795–802.
G a j e w s k i, R.R., W ł a s a k, L., & J a c z e w s k i, M. (2013). IS (ICT) and CS in Civil En- gineering curricula: Case study. 2013 Federated Conference on Computer Science and Information Systems, 717–720.
G a r r i s o n, D.R., A n d e r s o n, T., & A r c h e r, W. (2001). Critical thinking, cognitive pres- ence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7–23. https://doi.org/10.1080/08923640109527071.
J i a n g, H., I s l a m, A.Y.M.A., G u, X., & S p e c t o r, J.M. (2021). Online learning satisfaction in higher education during the COVID-19 pandemic: A regional comparison between Eastern and Western Chinese universities. Education and Information Technologies. https:// doi.org/10.1007/s10639-021-10519-x.
L a s s o u e d, Z., A l h e n d a w i, M., & B a s h i t i a l s h a a e r, R. (2020). An Exploratory Study of the Obstacles for Achieving Quality in Distance Learning during the COVID-19 Pan- demic. Education Sciences, 10(9), 232. https://doi.org/10.3390/educsci10090232.
M a, G. (2020). The Effectiveness of Synchronous Online Flipped Learning in College EFL Read- ing Course During the COVID-19 Epidemic. Research Square. https://doi.org/10.21203/ rs.3.rs-84 578/v1.
M a r s h a l l, H.W. & K o s t k a, I. (2020). Fostering Teaching Presence through the Synchro- nous Online Flipped Learning Approach. TESL-EJ, 24(2). https://eric.ed.gov/?id=EJ126 8565.
N a r t i n i n g r u m, N. & N u g r o h o, A. (2020). Online Learning amidst Global Pandemic: EFL Students’ Challenges, Suggestions, and Needed Materials. ENGLISH FRANCA Aca- demic Journal of English Language and Education, 4, 115–140. https://doi.org/10.29240/ ef.v4i2.1494.
N e t o, C. de S.S., L i m a, T. de S., D a m a s c e n o, A.L. de B., & B u s s o n, A.J.G. (2017). Creat- ing Multimedia Learning Objects. Proceedings of the 23rd Brazillian Symposium on Multi- media and the Web, 19–21. https://doi.org/10.1145/3126858.3131626.
P o l s a n i, P.R. (2003). Use and Abuse of Reusable Learning Objects. Journal of Digital Infor- mation, 3(4), Article 4. https://journals.tdl.org/jodi/index.php/jodi/article/view/jodi-105.
R u i z – P a l m e r o, J., F e r n á n d e z – L a c o r t e, J.-M., S á n c h e z – R i v a s, E., & C o l o m o – M a g a ñ a, E. (2020). The implementation of Small Private Online Courses (SPOC) as a new approach to education. International Journal of Educational Technology in Higher Education, 17(1), 27. https://doi.org/10.1186/s41239-020-00206-1.
S p i t z e r, M. (2014). Digitale Demenz: Wie wir uns und unsere Kinder um den Verstand brin- gen (9th ed.). Droemer TB.
S p i t z e r, M. (2017). Cyberkrank!: Wie das digitalisierte Leben unsere Gesundheit ruiniert (3rd ed.). Droemer TB.
S p i t z e r, M. (2020). Digitales Unbehagen: Risiken, Nebenwirkungen und Gefahren der Digi- talisierung. mvg Verlag.
Te r ä s, M., S u o r a n t a, J., Te r ä s, H., & C u r c h e r, M. (2020). Post-COVID-19 Education and Education Technology ‘Solutionism’: A Seller’s Market. Postdigital Science and Education, 2(3), 863–878. https://doi.org/10.1007/s42438-020-00164-x.
W o n g, R. (2020). When no one can go to school: Does online learning meet students’ basic learning needs? Interactive Learning Environments, 0(0), 1–17. https://doi.org/10.1080/10 494820.2020.1789672.
W u, J.H., Te n n y s o n, R.D., & H s i a, T.L. (2010). A study of student satisfaction in a blend- ed e-learning system environment. Computers and Education, 55(1), 155–164. https://doi. org/10.1016/ j.compedu.2009.12.012.
Z h a n g, M.-H., S u, C.-Y., L i, Y., & L i, Y.-Y. (2020). Factors affecting Chinese university students’ intention to continue using virtual and remote labs. Australasian Journal of Educational Technology, 36(2), 169–185. https://doi.org/10.14742/ajet.5939.