Radzenie sobie z ciemnymi stronami kształcenia zdalnego na przykładzie studentów turystyki

Marcin Olszewski

doi:10.5604/01.3001.0015.7680

Data publikacji : 2022-03-30

Tom 37 Nr 1 (2022)

Radzenie sobie z ciemnymi stronami kształcenia zdalnego na przykładzie studentów turystyki

Marcin Olszewski

https://orcid.org/0000-0001-9041-9953

DOI: https://doi.org/10.5604/01.3001.0015.7680

Abstrakt

Nauczanie zdalne nie jest niczym nowym, ale w czasie pandemii COVID-19 z po-wodu konieczności zachowania dystansu społecznego stało się jedynym sposobem przekazy-wania wiedzy. Ta bezprecedensowa zmiana okazała się źródłem nieznanych dotąd problemów i zmusiła studentów do reakcji na nie. W artykule zbadano ciemne strony edukacji online i stra-tegie radzenia sobie z nimi podjęte przez studentów. Podstawą teoretyczną przeprowadzonego badania i wyjaśniania reakcji adaptacyjnych studentów są teorie radzenia sobie (coping). Zasto-sowano jakościowe podejście badawcze, w ramach którego przebadano 27 studentów turystyki jednej z publicznych uczelni w Polsce. Najczęściej zgłaszanym przez studentów problemem były kwestie techniczne pojawiające się w trakcie zajęć, następnie brak motywacji, zaangażowania, trudności z utrzymaniem uwagi oraz brak kontaktu z rówieśnikami. Większość respondentów radziła sobie ze stresem spowodowanym przez negatywne aspekty edukacji zdalnej poprzez ak-tywność fizyczną. Uzyskane wyniki mogą przyczynić się do dyskusji nad sposobami wdrażania efektywnego i przyjaznego dla studentów nauczania zdalnego.

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Zasady cytowania

Olszewski, M. (2022). Radzenie sobie z ciemnymi stronami kształcenia zdalnego na przykładzie studentów turystyki. Studia Periegetica, 37(1), 9–26. https://doi.org/10.5604/01.3001.0015.7680

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Utwór dostępny jest na licencji Creative Commons Uznanie autorstwa – Bez utworów zależnych 4.0 Międzynarodowe.

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