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Conditions and Determinants of Distance Education for Students during the COVID-19 Pandemic—Evaluation in the Kuyavia-Pomerania Region in Poland

Author

Listed:
  • Małgorzata Zajdel

    (Department of Economics and Marketing, Faculty of Management, Bydgoszcz University of Science and Technology, Fordońska 430 Street, 85-790 Bydgoszcz, Poland)

  • Małgorzata Michalcewicz-Kaniowska

    (Department of Economics and Marketing, Faculty of Management, Bydgoszcz University of Science and Technology, Fordońska 430 Street, 85-790 Bydgoszcz, Poland)

  • Paweł Modrzyński

    (Department of Organizational Innovation Management, Faculty of Management, Bydgoszcz University of Science and Technology, Fordońska 430 Street, 85-790 Bydgoszcz, Poland)

  • Anna Komarnicka

    (Department of Organizational Innovation Management, Faculty of Management, Bydgoszcz University of Science and Technology, Fordońska 430 Street, 85-790 Bydgoszcz, Poland)

  • Joanna Modrzyńska

    (Department of International and European Law, Faculty of Political Science and Security Studies, Nicolaus Copernicus University, Batorego 39L Street, 87-100 Toruń, Poland)

Abstract

This research project is the first and only comprehensive regional study in Poland including all teachers and headteachers of primary and secondary schools. The aim of the study was to determine the factors influencing the learning process carried out remotely and to examine the potential of this form of education for primary and secondary school students and its future use to improve the quality and accessibility of education. An important aspect of this research was also the assessment of the respondents’ capabilities and competences in the area of operating and using digital tools in the educational process. During the COVID-19 pandemic, a total of 9070 teachers took part in this study. The method of data collection was an online survey. The research instrument consisted of a survey questionnaire. The survey was conducted electronically using tools provided by Google. The following methods were used to evaluate the data: count tables, which allowed for data exploration; a graphical method—cross-sectional analysis; and individual correlation analysis, which allowed for preliminary data evaluation. The results obtained within the research process conducted allowed us to achieve our goals. According to 42.4% of the teachers surveyed, remote learning is a good alternative to traditional teaching. The study also confirmed, inter alia, the presence of a correlation between technical conditions of classes and specific forms and levels of education, with 49.7% of respondents indicating that remote learning depends mainly on the quality of technical parameters, including a good or very good Internet connection. The biggest advantages of e-learning, as indicated by the respondents, were the possibility of working from home, conveniently sharing educational materials, and utilising additional teaching aids. Health issues and long times spent in front of the computer were highlighted as the greatest drawbacks of this teaching method. The results also showed that, as the age of the teachers increases, the acceptance and trust in distance learning activities increases while the fear of using this form of student learning decreases. This study lays the foundation for designing systemic, nationwide solutions, and thus, the authors are planning to continue their research in the context of comparative analysis of different regions and to analyse this process in the context of the entire country. The analyses performed form a part of a global line of research in the field of education and in the implementation of innovative tools and forms of education provision.

Suggested Citation

  • Małgorzata Zajdel & Małgorzata Michalcewicz-Kaniowska & Paweł Modrzyński & Anna Komarnicka & Joanna Modrzyńska, 2021. "Conditions and Determinants of Distance Education for Students during the COVID-19 Pandemic—Evaluation in the Kuyavia-Pomerania Region in Poland," Sustainability, MDPI, vol. 13(18), pages 1-26, September.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:18:p:10373-:d:637289
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    References listed on IDEAS

    as
    1. Benjamin Dreveton, 2013. "The advantages of the balanced scorecard in the public sector: beyond performance measurement," Post-Print hal-02071259, HAL.
    2. Pawel Modrzynski & Malgorzata Zajdel & Malgorzata Michalcewicz-Kaniowska, 2020. "Conditions and Potential for Remote Student Teaching," European Research Studies Journal, European Research Studies Journal, vol. 0(Special 1), pages 848-866.
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    4. Benjamin Dreveton, 2013. "The advantages of the balanced scorecard in the public sector: beyond performance measurement," Public Money & Management, Taylor & Francis Journals, vol. 33(2), pages 131-136, March.
    5. Pnina Steinberger & Yovav Eshet & Keren Grinautsky, 2021. "No Anxious Student Is Left Behind: Statistics Anxiety, Personality Traits, and Academic Dishonesty—Lessons from COVID-19," Sustainability, MDPI, vol. 13(9), pages 1-18, April.
    6. Luciana Frumos, 2020. "Inclusive Education in Remote Instruction with Universal Design for Learning," Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, Editura Lumen, Department of Economics, vol. 12(2Sup1), pages 138-142, September.
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