The Socio-emotional Context of E-learning in Teachers’ Opinion
Abstract
The article presents the research results on the socio-emotional context of distance learning from teachers’s perspective. The primary purpose of this study was to explore teachers’ experiences in primary, secondary, and vocational schools as they converted their classes to distance learning, and in a broader perspective, indicate difficulties resulting from the mediation of personal contacts.
The main research question was: What are teachers’ opinions related to relationships and their well-being connected with conducting remote classes? Based on the results of a diagnostic survey conducted in primary, secondary, and vocational schools in Silesia, Poland, it can be concluded that the well-being of teachers has worsened due to the need to stay at home and prolonged social isolation. The teachers also pointed to the deterioration of relationships with students and the loosening of ties in the classroom. The article ends with recommendations for improvements in distance learning.
Keywords
remote learning; socio-emotional context of distance schooling; teachers’ well-being; class relationship
References
Arora, A. K. & Srinivasan, R. (2020). Impact of pandemic COVID-19 on the teaching–learning process: A study of higher education teachers Prabandhan. Indian Journal of Management, 13 (4), 43‒56. doi: 10.17010/pijom/2020/v13i4/151825
Bailey, C. J. & Card, K. A. (2009). Effective pedagogical practices for online teaching: Perception of experienced instructors. Internet and Higher Education, 12(3-4), 152–155. doi: 10.1016/j.iheduc.2009.08.002
Bernard, R. M., Brauer, A., Abrami, P. C. & Sturkes, M. (2004). The development of a questionnaire for predicting online learning achievement. Distance Education, 25(1), 31–47. doi: 10.1080/0158791042000212440
Bielecka-Prus, J. (2010). Transmisja kultury w rodzinie i w szkole. Teoria Basila Bernsteina. [=Transmission of culture in the family and at the school. Basil Bernstein’s theory]. Warszawa: Wydawnictwo Naukowe PWN. ISBN: 978-83-01-16257-3
Brod, C. (1984). Technostress: The Human Cost of the Computer Revolution. Boston: Addison-Wesley Publishing Company. ISBN 13: 9780201112115
Bruner, J. S. (2006). Kultura edukacji. [=Culture of education]. (T. Brzostowska-Tereszkiewicz, Trans.). Warszawa: Universitas. ISBN: 97883-242-1267-5
Brzezińska, A., (2004). Psycholoigczne portrety człowieka. [=Psychologial portraits of a human]. Gdańsk: GWP. ISBN: 978-83-7489-806-5
Clarke, A., (2007). E-learning: nauka na odległość. [E-learning: learning in a distance]. (M. Klebanowski, Trans.). Warszawa: Wydawnictwa Komunikacji i Łączności. ISBN: 978-83-206-1615-6
Doucet, A., Netolicky, D., Timmers, K. & Tuscano, J. (2020). Thinking about Pedagogy in an Unfolding Pandemic School Closures. Retrieved from https://issuu.com/educationinternational/docs/2020_research_covid-19_eng (15 April 2020)
Dudzikowa, M. (2004). Mit o szkole jako miejscu „wszechstronnego rozwoju” ucznia. Eseje etnopedagogiczne.[=The myth of students’ comprehensive development” at school. Ethnopedagogicessays]. Kraków: Oficyna Wydawnicza Impuls. ISBN: 83-86859-22-9
Ghebreyesus, A. (2020). Psychiatrists Beware! The impact of COVID-19 and pandemics on mental health. Psychiatric Times, 37(3). Retrieved from https://www.psychiatrictimes.com/view/psychiatrists-beware-impact-coronavirus-pandemics-mental-health (20 April 2021)
Gillett-Swan, J. (2017). The Challenges of Online Learning: Supporting and Engaging the Isolated Learner. Journal of Learning Design, 10(1), 20–30. doi: 10.5204/jld.v9i3.293
Hung, M. L., Chou, C., & Chen, C. H. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers & Education, 55(3), 1080–1090. Retrieved from Learner readiness for online learning: Scale development and student perceptions (anitacrawley.net) (20 April 2021)
Jaskulska, S. & Jankowiak, B. (2020). Postawy nauczycielek i nauczycieli wobec kształcenia na odległość w czasie pandemii COVID-19 [=Teachers’ Attitudes Toward Distance Education During the COVID-19 Outbreak]. Studia Edukacyjne, 57, 47–65. doi https://doi.org/10.14746/se.2020.57.4
Joosten, T. & Cusatis, R. (2020). Online Learning Readiness. American Journal of Distance Education 2, 1–4. Retrieved from http://uwm.edu/deta/toolkits/ (accessed 21 April, 2021) doi.org/10.1080/08923647.2020.1726167
Kim, J. (2010). Developing an instrument to measure social presence in distance higher education. British Journal of Educational Technology, 42(5), 763–777. doi.org/10.1111/j.1467-8535.2010.01107.x
Kozański, Z. (2020). Zdalna edukacja w opiniach uczniów łódzkich liceów Radzenie sobie z nauką oraz kondycja psychiczna uczniów w okresie epidemii, izolacji społecznej i zdalnego nauczania [=Remote education in students’ of Lodz University opinion. Dealing with learning and mental condition of students in the period of epidemics, social isolation and distance learning]. Retrieved from http://pppdm.edu.lodz.pl/wp-content/uploads/2020/10/Zdalna-edukacja-wopiniach-uczni%C3%B3w-%C5%82%C3%B3dzkich-lice%C3%B3w-raport-z-bada%C5%84.pdf (accessed 18 April 2020)
Marek, M., W. Chew, Ch., S. & Wen-Chi Vivian Wu. (2021). Teacher Experiences in Converting Classes to Distance Learning in the COVID-19 Pandemic. International Journal of Distance Education Technologies, 19 (1), 40–59. doi http://dx.doi.org/10.4018/IJDET.20210101.oa3
The Children’s Ombudsman’s address to the Secretary of State of the Ministry of National Education ‒ Marzena Machałek (2021). Retrieved form: https://www.rpo.gov.pl/sites/default/files/Wyst%C4%85pienie%20do%20Sekretarz%20Stanu%20Ministerstwa%20Edukacji%20Narodowej%20-%20Marzeny%20Macha%C5%82ek.pdfPlebańska
M., Szyller, A. & Sieńczewska, M. (2020). Raport - edukacja zdalna w czasach covid-19. [=Report ‒ remote education in the times of covid-19. Retrieved from https://portal.librus.pl/artykuly/nauczanie-zdalne-pobierz-raport (accessed 12 April 2020).
Poleszczak, W., (2020). Relacje przede wszystkim – nawet jeśli obecnie tylko zapośredniczone. [=Relationships first – even if currently only mediated]. In J. Pyżalski (Eds.), Edukacja w czasach pandemii Covid -19. Z dystansem o tym, co robimy obecnie jako nauczyciele [=Education in the Covid-19 pandemic. Distanced from what we do now as teachers] (pp. 28–36). Warszawa: EduAkcja. ISBN: 978-83-957316-0-0
Przybylska, I., (2018). Dyskursy o emocjach – pedagogika i codzienność szkolna. [=Discourses on emotions – pedagogy and every day at school]. Katowice: Wydawnictwo UŚ. ISBN 13: 978-83-226-3612-1
Ptaszek, G., Stunża, G. D., Pyżalski, J., Dębski, M. & Bigaj, M. (2020). Edukacja zdalna: co stało się z uczniami, ich rodzicami i nauczycielami? Gdańsk: GWP. ISBN: 978-83-7489-867-6
Pyżalski, J. (2020). Edukacja w czasach pandemii Covid -19. Z dystansem o tym, co robimy obecnie jako nauczyciele. [=Education in the Covid-19 pandemic. Distanced from what we do now as teachers]. Warszawa: EduAkcja. ISBN: 978-83-957316-0-0
Supiano, B. (2020). Why you shouldn’t try to replicate your classroom teaching online. The Chronicle of Higher Education. April 30. Retrieved from https://www.chronicle.com/article/Why-You-Shouldn-t-Try-to/248664 (accessed 1 April 2021)
Turczyk, M. & Jaskulska, S., (2020). Distance education and children’s rights: New dimensions of school exclusion during the COVID-19 outbreak. Elementary Education in Theory and Practice, 15, 3(57), 9–20. doi : 10.35765/eetp.2020.1557.01
Vlachopoulos, D. (2020). COVID-19: threat or opportunity for online education? Higher Learning Research Communications, 10 (1). Retrieved from https://www.psychiatrictimes.com/psychiatrists-beware-impact-coronavirus-pandemicsmental-health (accessed 18 April 2021)
Wystąpienie RPO do Sekretarz Stanu Ministerstwa Edukacji Narodowej - Marzeny Machałek. [=Speech of the RPO to the State Secretary in the National Education Ministry]. Retrieved from https://www.rpo.gov.pl/sites/default/files/Wyst%C4%85pienie%20do%20Sekretarz%20Stanu%20Ministerstwa%20Edukacji%20Narodowej%20-%20Marzeny%20Macha%C5%82ek.pdf (accessed 15 April 2021)
Yeh, Y.-C., Kwok, O.-M., Chien, H.-Y., Sweany, N. W., Baek, E. & McIntosh, W. A. (2019). How college students’ achievement goal orientations predict their expected online learning outcome: The mediation roles of self-regulated learning strategies and supportive online learning behaviors. Online Learning, 23(4), 23–41. doi 10.24059/olj.v23i4.2076
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The Copyright Owners of the submitted texts grant the Reader the right to use the pdf documents under the provisions of the Creative Commons 4.0 International License: Attribution-Share-Alike (CC BY SA). The user can copy and redistribute the material in any medium or format and remix, transform, and build upon the material for any purpose.
1. License
The University of Silesia Press provides immediate open access to journal’s content under the Creative Commons BY-SA 4.0 license (http://creativecommons.org/licenses/by-sa/4.0/). Authors who publish with this journal retain all copyrights and agree to the terms of the above-mentioned CC BY-SA 4.0 license.
2. Author’s Warranties
The author warrants that the article is original, written by stated author/s, has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author/s.
If the article contains illustrative material (drawings, photos, graphs, maps), the author declares that the said works are of his authorship, they do not infringe the rights of the third party (including personal rights, i.a. the authorization to reproduce physical likeness) and the author holds exclusive proprietary copyrights. The author publishes the above works as part of the article under the licence "Creative Commons Attribution-ShareAlike 4.0 International".
ATTENTION! When the legal situation of the illustrative material has not been determined and the necessary consent has not been granted by the proprietary copyrights holders, the submitted material will not be accepted for editorial process. At the same time the author takes full responsibility for providing false data (this also regards covering the costs incurred by the University of Silesia Press and financial claims of the third party).
3. User Rights
Under the CC BY-SA 4.0 license, the users are free to share (copy, distribute and transmit the contribution) and adapt (remix, transform, and build upon the material) the article for any purpose, provided they attribute the contribution in the manner specified by the author or licensor.
4. Co-Authorship
If the article was prepared jointly with other authors, the signatory of this form warrants that he/she has been authorized by all co-authors to sign this agreement on their behalf, and agrees to inform his/her co-authors of the terms of this agreement.
I hereby declare that in the event of withdrawal of the text from the publishing process or submitting it to another publisher without agreement from the editorial office, I agree to cover all costs incurred by the University of Silesia in connection with my application.
