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Distance Learning Support Measures for Teachers in Poland during the COVID-19 Pandemic

Author

Listed:
  • Karina Cicha

    (Department of Communication Design and Analysis, University of Economics in Katowice, 40-287 Katowice, Poland)

  • Paulina Rutecka

    (Department of Informatics, University of Economics in Katowice, 40-287 Katowice, Poland)

  • Mariia Rizun

    (Department of Informatics, University of Economics in Katowice, 40-287 Katowice, Poland)

  • Artur Strzelecki

    (Department of Informatics, University of Economics in Katowice, 40-287 Katowice, Poland)

Abstract

The COVID-19 pandemic made higher education institutions switch to distance learning in a very short period of time. The situation was challenging not only for universities themselves but also for the students and teachers. Some universities did not have the means, in terms of infrastructure, for a smooth transition to distance learning. Some teachers were not prepared for the extensive usage of ICT in their work. The pandemic developed dynamically, and it made it extremely difficult for both governments and universities to plan and implement firm solutions on how to conduct the teaching process. The presented paper focuses on the situation of Polish higher education institutions between March 2020 and March 2022. It reviews legal acts and ordinances introduced in the stated period, which focused on the sustainability of the teaching process, countermeasures for the spread of COVID-19 and the implementation of distance learning. The case of the University of Economics in Katowice, Poland, is used to show the correlation between governmental legal acts and those introduced by the university as part of the COVID -19 spread prevention and teaching process support.

Suggested Citation

  • Karina Cicha & Paulina Rutecka & Mariia Rizun & Artur Strzelecki, 2022. "Distance Learning Support Measures for Teachers in Poland during the COVID-19 Pandemic," IJERPH, MDPI, vol. 19(13), pages 1-15, June.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:13:p:8031-:d:852426
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    References listed on IDEAS

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    1. Celia Rangel-Pérez & María-José Gato-Bermúdez & Daniela Musicco-Nombela & Cristina Ruiz-Alberdi, 2021. "The Massive Implementation of ICT in Universities and Its Implications for Ensuring SDG 4: Challenges and Difficulties for Professors," Sustainability, MDPI, vol. 13(22), pages 1-14, November.
    2. Mariia Rizun & Artur Strzelecki, 2020. "Students’ Acceptance of the COVID-19 Impact on Shifting Higher Education to Distance Learning in Poland," IJERPH, MDPI, vol. 17(18), pages 1-19, September.
    3. Ana María De la Calle & Alejandra Pacheco-Costa & Miguel Ángel Gómez-Ruiz & Fernando Guzmán-Simón, 2021. "Understanding Teacher Digital Competence in the Framework of Social Sustainability: A Systematic Review," Sustainability, MDPI, vol. 13(23), pages 1-17, November.
    4. Pilar Colás-Bravo & Jesús Conde-Jiménez & Salvador Reyes-de-Cózar, 2021. "Sustainability and Digital Teaching Competence in Higher Education," Sustainability, MDPI, vol. 13(22), pages 1-17, November.
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    Cited by:

    1. Kamila Litwic-Kaminska & Aleksandra Błachnio & Izabela Kapsa & Łukasz Brzeziński & Jakub Kopowski & Milica Stojković & Darko Hinić & Ivana Krsmanović & Benedetta Ragni & Francesco Sulla & Pierpaolo Li, 2023. "Resilience, Positivity and Social Support as Perceived Stress Predictors among University Students," IJERPH, MDPI, vol. 20(19), pages 1-13, October.
    2. Elena Korneeva & Wadim Strielkowski & Raisa Krayneva & Anna Sherstobitova, 2022. "Social Health and Psychological Safety of Students Involved in Online Education during the COVID-19 Pandemic," IJERPH, MDPI, vol. 19(21), pages 1-15, October.
    3. Eric Yee & Changhwa Jung & Derrick Cheriberi & Minjune Choi & Wonsick Park, 2022. "Impacts of Transitioning to an Online Curriculum at a Graduate School in South Korea Due to the COVID-19 Pandemic," IJERPH, MDPI, vol. 19(17), pages 1-13, August.

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