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

<p>The impetus for the research presented in this article was the fact that universities have changed their mode of operation into distance learning as a result of the Covid-19 pandemic. This shift was universal and forced, and triggered significant changes in the way the classes were carried out. Therefore, questions arose about how the main actors of this scene, namely teachers and students, cope with the new educational reality. The course conducted by the author of this article, covering the fundamentals of evaluation, under which students each year accomplish evaluation research projects addressing important issues related to education at the Faculty, has provided an excellent opportunity to reflect in this regard. To this end, students prepared and accomplished self-evaluation projects, the subject of which was their functioning in the remote education mode. The analysis of the collected data made it possible to distinguish the elements of remote education, which are particularly important from the perspective of young people studying in new, atypical conditions.</p>
</abstract>

The impetus for the research presented in this article was the fact that universities have changed their mode of operation into distance learning as a result of the Covid-19 pandemic. This shift was universal and forced, and triggered significant changes in the way the classes were carried out. Therefore, questions arose about how the main actors of this scene, namely teachers and students, cope with the new educational reality. The course conducted by the author of this article, covering the fundamentals of evaluation, under which students each year accomplish evaluation research projects addressing important issues related to education at the Faculty, has provided an excellent opportunity to reflect in this regard. To this end, students prepared and accomplished self-evaluation projects, the subject of which was their functioning in the remote education mode. The analysis of the collected data made it possible to distinguish the elements of remote education, which are particularly important from the perspective of young people studying in new, atypical conditions.

Remote Learning Under the Self-evaluation Microscope – Students’ Opinions about Their Learning During the Covid-19 Pandemic

University of Warmia and Mazury in Olsztyn

Polish Journal of Educational  Studies

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

The impetus for the research presented in this article was the fact that universities have changed their mode of operation into distance learning as a result...

Remote Learning Under the Self-evaluation Microscope – Students’ Opinions about Their Learning During the Covid-19 Pandemic

Data publikacji: 30 gru 2021

Zakres stron: 124 - 137

DOI: https://doi.org/10.2478/poljes-2021-0009

Słowa kluczowe
higher education, distance education, self-evaluation

© 2021 Monika Maciejewska, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Remote Learning Under the Self-evaluation Microscope – Students’ Opinions about Their Learning During the Covid-19 Pandemic

Data publikacji: 30 gru 2021

Zakres stron: 124 - 137

DOI: https://doi.org/10.2478/poljes-2021-0009

Słowa kluczowehigher education, distance education, self-evaluation

© 2021 Monika Maciejewska, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Słowa kluczowe
higher education, distance education, self-evaluation