<abstract xmlns="http://www.w3.org/1999/xhtml">

The COVID-19 epidemic undoubtedly affected methods and results of teaching, posed many challenges, and changed approaches to education. With the aim of verifying these changes in the context of distance learning in selected social, health, psychological and economic aspects, a survey was conducted among economics students in Poland.
The article aims to present the results of this survey and to verify the main research hypotheses: that students put less work into distance education than in-class education during the semester; they were less active and focused; the economic benefits increased; and social relations deteriorated.
Due to the type of variables studied, statistical methods such as parametric and non-parametric tests, descriptive statistics, correlations measures, and generalized multinomial linear models were used.
From the survey analysis, it can be concluded that distance learning is more complicated, as it requires more work and an above-average commitment. During distance learning, students are reluctant to speak up and be active, but they can contact a teacher more easily. The negative effects of this learning are the increasing health and psychological problems and minimal social relations. A positive impact is an economic aspect in the form of saved time, funds, and the possibility of earning money. IT competencies were improved and the possibility of additional education and participating in many workshops increased. The research results show that most students prefer lectures online vs. classes and labs in person.
</abstract>

The COVID-19 epidemic undoubtedly affected methods and results of teaching, posed many challenges, and changed approaches to education. With the aim of verifying these changes in the context of distance learning in selected social, health, psychological and economic aspects, a survey was conducted among economics students in Poland.
The article aims to present the results of this survey and to verify the main research hypotheses: that students put less work into distance education than in-class education during the semester; they were less active and focused; the economic benefits increased; and social relations deteriorated.
Due to the type of variables studied, statistical methods such as parametric and non-parametric tests, descriptive statistics, correlations measures, and generalized multinomial linear models were used.
From the survey analysis, it can be concluded that distance learning is more complicated, as it requires more work and an above-average commitment. During distance learning, students are reluctant to speak up and be active, but they can contact a teacher more easily. The negative effects of this learning are the increasing health and psychological problems and minimal social relations. A positive impact is an economic aspect in the form of saved time, funds, and the possibility of earning money. IT competencies were improved and the possibility of additional education and participating in many workshops increased. The research results show that most students prefer lectures online vs. classes and labs in person.

Selected Economic and Social Aspects Resulting from Online Education at the Higher Level

Wroclaw Review of Law, Administration & Economics

This work is licensed under the Creative Commons Attribution 4.0 International License.

The COVID-19 epidemic undoubtedly affected methods and results of teaching, posed many challenges, and changed approaches to education. With the aim of...

Selected Economic and Social Aspects Resulting from Online Education at the Higher Level

Publié en ligne: 02 mai 2023

Pages: 54 - 76

DOI: https://doi.org/10.2478/wrlae-2022-0004

Mots clés
COVID-19, online education, economic aspect of online education, social aspects of online education, high school

© 2022 Anna Bartkowiaka et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Selected Economic and Social Aspects Resulting from Online Education at the Higher Level

Publié en ligne: 02 mai 2023

Pages: 54 - 76

DOI: https://doi.org/10.2478/wrlae-2022-0004

Mots clésCOVID-19, online education, economic aspect of online education, social aspects of online education, high school

© 2022 Anna Bartkowiaka et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Mots clés
COVID-19, online education, economic aspect of online education, social aspects of online education, high school