To browse Academia. The paper addresses the issues of relationships in distance education. These problems are important because good relationships are among the key determinants of both the quality of education and learning outcomes. The need to switch to distance education from one day to the next was a huge challenge for teachers, students, and parents.
Initially, teachers focused mainly on technical issues and finding ways to implement core curricula. There was a risk that in distance education, where contact is mediated, it would be difficult for teachers to foster relationships.
The purpose of th The aim was to detect school experiences of children, adolescents and young adults. The differences in the experiences of boys and girls and of the learners in rural and urban areas are a premise for the interpretation of the obtained results in the direction of deepening the previously existing inequalities associated with distance learning. Remote education is not a new issue discussed in the literature, but in the face of the restrictions introduced by the COVID pandemic, this type of education has developed dynamically.
In the conditions of technological progress, it seems that the virtual model is particularly interesting in remote education. In order to identify and evaluate remote education in the virtual model from the perspective of students and teachers, surveys with the use of an on-line questionnaire and focused group interviews were carried out. With a new generation of students growing up fast and learning differently from others, teachers need to digitally educate themselves to meet their needs and engage their attention in class and e-classes.
The project was created to support teachers in building e-relationships using ICT. The author collected information about the project and pointed out practical solutions in social-emotional learning. Niniejszy artykuł jest poświęcony komunikacji zdalnej na lekcji języka obcego. W tekście przedstawiono różne aspekty kształcenia na odległość jako formy porozumiewania się ucznia i nauczyciela oraz omówiono wykorzystanie tej wiedzy w kontekście edukacji językowej. Na podstawie wyników ankiet i wniosków z wywiadów przeprowadzonych z uczniami drugiego i trzeciego etapu edukacyjnego zidentyfikowano możliwości, problemy oraz zagrożenia związane z lekcjami online.
