PDF

Poland, as a member state of the European Union, made various adjustments to the education system during the coronavirus pandemic. In this process, as in many countries, distance learning came to the fore. In Poland, the positive and negative aspects of the distance learning process, the relationships between students, teachers and teaching activities have become the subject of various studies. In the first stage, these studies were carried out through official institutions in order to obtain feedback about the process. The purpose of this research is to reveal the problems, changes and application samples in the Polish education system, and to examine the impact of remote learning on gifted students. This paper was designed with a case study, which is one of the qualitative research methods. The data obtained was analyzed using content analysis. The impacts of the Covid-19 pandemic on the education system are addressed by thematic groups. It has been observed that the changes implemented as a response to the pandemic have had various effects on teachers, students, parents, technological opportunities, motivation and teaching activities. It has been determined that the pandemic has seriously affected the identification and education of gifted students. Additionally, it was observed that students gained the ability to recognize and work with a new learning-teaching process through distance learning.

Covid-19, Distance education, Educational problems, Gifted students, Poland

• Arënliu, A., Kelmendi, K., Hyseni-Duraku, Z., Konjufca, J., (2020). Identifikimi I indikatorëve shumëdimensionalë të ndërlidhur me dhunën në institucionet arsimore parauniversitare në Kosovë. Universiteti I Prishtinës, Hasan Prishtina. Departamenti I Psikologjisë. Prishtinë. Kosovë. [ në proces të publikimit]
• Barnes, K. D., & Buring, S. M. (2012). The effect of various grading scales on student grade point averages. American Journal of Pharmaceutical Education, 76(3), 41. https://doi.org/10.5688/ajpe76341
• Barr, B., & Miller, S. (2013). Higher Education: The Online Teaching and Learning Experience. Retrieved from https://www.google.com/url?sa=t&source=web&rct=j&url=https://files.eric.ed.gov/fulltext/ED543912.pdf&ved=2ahUKEwiS3t KI2N3oAhUm-2EKHfNoCR8QFjABegQIAxAB&usg=AOvVaw10Sal8UOXPU8DFS3h782jT
• Biernat, M. (2020). Badanie edukacji zdalnej w czasie pandemii, Badanie zostało zrealizowane przez Centrum Cyfrowe, Centrum Cyfrowe/Creative Commons Uznanie Autorstwa 4.0./ Opracowanie własne. (Accessed 10.05. 2020) https://centrumcyfrowe.pl/edukacja-zdalna/
• Blakemore, S., J. (2019). Wynaleźć siebie. Sekretne życie mózgu nastolatka, Warszawa: Mamania.
• Bochniarz A. and Grabowiec, A. (2019). Uczeń Zdolny W Rzeczywistości Polskiej Szkoły, Lubelski Rocznik Pedagogiczny, T. XXXVIII, z. 3253-269.
• Cohen, L., Manion, L. ve Morrison, K. (2007). Research Methods In Education (6th Ed.). New York, Ny: Routledge.
• Cortesi, S., Hasse, A., Lombana-Bermudez, A., Kim, S., Gasser, U. (2020). Youth and digital citizenship+ (plus): Understanding skills for a digital world. Youth and Media, Berkman Klein Center for Internet & Society. (Accesed: 17.05.2020). https://cyber.harvard.edu/ publication/2020/youth-and-digital-citizenship-plus
• Czechowska, Z., Majkowska, J. (2020). Praca zdalna – uczniowie w szkołach specjalnych. Pobrane z: http://www.specjalni.pl/2020/03/praca-zdalna-uczniowie-w -szkoach.html#more (accesing: 17.05.2020).
• Denzin, N. K. & Lincoln, Y. S. (2005). Introduction: The Discipline and Practice of Qualitative Research. In. N. K. Denzin ve Y. S. Lincoln (Ed.). The Sage Handbook of Qualitative Research (3rd). (s. 1-32). Thousands Oaks, CA: SAGE Publications, Inc.
• Doucet, A., Netolicky, D., Timmers, K., Tuscano, J. (2020). Thinking about Pedagogy in an Unfolding Pandemic School Closures. (accesed: 21.03.2020). https://issuu.com/educationinternational/ docs/2020_research_covid-19_eng
• Farrington, R. (2020, March 30). Colleges go to pass-fail due to Coronavirus concerns: What does this mean for students. Forbes. Retrieved from https://www.forbes.com/sites/ robertfarrington/2020/03/30/colleges-go-to-pass-fail-due -to-coronavirus-concerns-what-does-this-mean-forstudents/#620c39aa7eaa.
• Gajderowicz, T. (2020) Luki w edukacji. Wpływ pandemii na systemy oświatowe. Prezentacja.
• Geuna, S. (2020, March 13). The online teaching of the University of Turin: over 4,200 hours of video, 25 thousand daily accesses [Italian]. Libero 24x7. http://247.libero.it/ lfocus/41345809/1/la-didattica-online-dell-universit-ditorino-oltre-4-200-ore-di-video-25mila-accessi-giornalier.
• Gwiazdowska-Stańczak S., Sękowski A.E., (2018). Rodzina uczniów zdolnych. Warszawa, Difin SA.
• Gonzalez, T., de la Rubia, M. A., Hincz, K. P., Comas-Lopez, M., Subirats, L., Fort, S., & Sacha, G. M. (2020). Influence of COVID-19 confinement in students performance in higher education. arXiv preprint arXiv:2004.09545.
• Goyal, S. (2020). Impact of Coronavirus on Education in India, https://www.jagranjosh. com/articles/dmrc-result-2020-released-delhimetrorailcom-check-cut-off-marks1587122899-1?itm
• Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K. Denzin ve Y. S. Lincoln (Ed.). Handbook of Qualitative Research (s. 105–117). Thousands Oaks, CA: SAGE Publications, Inc.
• Holcombe, M. (2020, March 18). Some schools closed for coronavirus in US are not going back for the rest of the academic year - CNN. CNN.Com. Retrieved from https://edition.cnn.com/2020/03/18/us/coronavirusschools-not-going-back-year/index.html
• Houlden, S., & Veletsianos, G. (2020). Coronavirus pushes universities to switch to online classes – but are they ready? The Conversation. https://theconversation.com/coronaviruspushes-universities-to-switch-to-online-classes-but-arethey-ready-132728
• Huang, R.H., Liu, D.J., Tlili, A., Yang, J.F., Wang, H.H., et al. (2020). Handbook on Facilitating Flexible Learning During Educational Disruption: The Chinese Experience in Maintaining Undisrupted Learning in COVID-19 Outbreak. Beijing: Smart Learning Institute of Beijing Normal University.
• Kształcenie na odległość w szkołach i placówkach przedłużone do 26 czerwca br. – uzasadnienie do rozporządzenia, (accessed: 02. 05.2020). Nowelizacja_rozporządzenia_z_art_30b_-_uzasadnienie.pdf 0.11MB
• Kumar, D.N.S. (2020). Impact of Covid-19 on Higher Education. Higher Education Digest. https://www.highereducationdigest.com/impact-of-covid-19-on-highereducation/.
• Lau, J., Yang, B., & Dasgupta, R. (2020, March 12). Will the coronavirus make online education go viral? Times Higher Education. https://www.timeshighereducation.com/ features/will-coronavirus-make-online-education-go-viral
• Leung, M., & Sharma, Y. (2020, February 21). Online classes try to fill education gap during epidemic. University World News. https://www.universityworldnews.com/post. php?story=202002210836032
• Liberman, J., Levin, V., & Luna-Bazaldua, D. (2020). Are students still learning during COVID-19? Formative assessment can provide the answer. UKFIET. Retrieved from https://www.ukfiet.org/2020/are-students-stilllearning-during-covid-19-formative-assessment-canprovide-the-answer/
• Lurvnik: UNESCO. (2020, March 30). COVID-19 Webinar: A new world for teachers, education’s frontline workers. Marrë nga https://en.unesco.org/news/covid-19-webinar-newworld-teachers-educations-frontline-workers.
• Manzoor, A. (2020). Online Teaching and Challenges of COVID-19 for Inclusion of Persons with Disabilities in Higher Education. https://dailytimes.com.pk/595888/ online-teaching-and-challenges-of-covid-19-for-inclusion-of-pwds-in-highereducation/.
• Mashti (2020). Ministry of Education Science Technology and Innovation information regarding e-learning. Marrë nga: https://masht.rks-gov.net/e-mesimi.
• McGowan, M. (2020, March 17). Coronavirus school closures: dozens of Australian private schools move to online learning | Australia news | The Guardian. The Guardian. Retrieved from https://www.theguardian.com/australia-news/2020/mar/17/coronavirus-school-closures-dozens-ofaustralian-private-schools-move-to-online-learning
• Mexhuani, A. (2015). Integration of information and communication technology in teaching and learning. Kosovo Pedagogical Institute, IPK. Prishtinë. Marrë nga: https://masht.rksgov.net/uploads/2015/06/a-mexhuani-integrimi-i-tik-ut-ne-mesimdhenie-dhe-nxenie-1.pdf
• Morris, I. (2020). COVID-19 makes data connectivity as critical as toilet paper. Light Reading. https://www.lightreading. com/optical-ip/fttx/COVID-19-makes-data-connectivity-ascritical-as-toilet-paper/d/d-id/758195
• Olivier, W. (2020). Education post-COVID-19: Customised blended learning is urgently needed. The Conversation. Retrieved from https://theconversation.com/educationpost-covid-19-customised-blended-learning-is-urgentlyneeded-138647
• Onyema, E.M., & Deborah, E.C. (2019). Potentials of Mobile Technologies in Enhancing the Effectiveness of Inquiry-based learning. International Journal of Education (IJE), 2(1), 1–25. https://doi.org/10.5121/IJE.2019.1421
• Patrinos, H. A., & Shmis, T. (2020). Can technology help mitigate the impact of COVID-19 on education systems in Europe and Central Asia? [Blog post]. Retrieved from https://blogs.worldbank.org/europeandcentralasia/cantechnology-help-mitigate-impact-covid-19-educationsystems-europe-and
• Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed). Thousand Oaks, CA: Sage Publications.
• Pelmin, M. (2020). Readings on Coronavirus Disease (COVID-19) and the Higher Education Institution (HEIs) Emergency Preparedness in the Philippines. Available at SSRN 3573896. https://ssrn.com/abstract=3573896.
• Plebańska, M. (2019). Digital Education, Jak kształcić kompetencje przyszłości? Warszawa: e-Litera.
• Pyżalski, J. (red.) (2020). Edukacja w czasach pandemii wirusa COVID-19. Z dystansem o tym, co robimy obecnie jako nauczyciele, Warszawa: EduAkcja
• Ramadan, S. (2020). COVID-19: 9 universities are now conducting classes online. Hype. https://hype. my/2020/184628/COVID-19-9-universities-are-nowconducting-classes-online/
• Rmen, (Raport Ministra Edukacji Narodowej). (2020). https://www.gov.pl/web/edukacja/raport-ministra-edukacji-narodowej-na-temat-funkcjonowania-szkol-i-placowek-oswiatowych-w-okresie-covid-19, (accessed: 30.05.2020). Raport_Ministra_Edukacji_Narodowej_COVID-19 (pdf)
• Rmen, (Raport Ministra Edukacji Narodowej). (2002). Rozporządzenie Ministra Edukacji Narodowej i Sportu z dnia 19 grudnia 2001 r., Dz.U. z 2002 r. Nr 3, poz. 28. accessed: 02.06.2020). Raport_Ministra_Edukacji_Narodowej_COVID-19 (pdf)
• Shu, C. (2020, March 17). UNESCO updates distance-learning guide for the 776.7 million children worldwide affected by school closures | TechCrunch. Retrieved April 20, 2020, from techcrunch.com website: https://techcrunch.com/2020/03/16/unesco-updates-distance-learning-guide-for-the-776-7-million-childrenworldwide-affected-by-school-closures/
• Smahel, D., Machackova, H., Mascheroni, G., Dedkova, L., Staksrud, E., Ólafsson, K., Livingstone, S., Hasebrink, U. (2020). EU Kids Online 2020: Survey results from 19 countries. EU Kids Online. DOI: 10.21953/lse.47fdeqj01ofo.
• UNESCO (2020). Covid-19 Impact on Education Data. COVID-19 Education Disruption and Response. The United Nations Educational, Scientific and Cultural Organization, (UNESCO). Paris, France.
• Yokozeki: UNESCO. (2020, March 30). COVID-19 Webinar: A new world for teachers, education’s frontline workers. Marrë nga https://en.unesco.org/news/covid-19-webinar-newworld-teachers-educations-frontline-workers
• Zhong, R. (2020, March 17). The coronavirus exposes education’s digital divide. The New York Times. https:// www.nytimes.com/2020/03/17/technology/china-schoolscoronavirus.html