Distance learning in Polish schools during the Coronavirus lockdown: the areas of success and failure experienced by Polish teachers of English as a FL

Based on Roblyer & Edwards (2000: 192), distance learning means “the acquisition of knowledge and skills through mediated information and instruction, encompassing all technologies and other forms of learning at a distance.” The instructional delivery includes an instructor who is physically located in a different place from the learner, as well as possibly providing instruction at disparate times. More specifically, the instructor controls the instructional sequencing and pacing and all learners participate in the same learning activities. The aim of the paper is to show the advantages and disadvantages of distance schooling during the Covid-19 lockdown, the emphasis being placed upon among others, the teacher – student relationship, the equipment conditions required for running an English lesson and working online, as well as some “food for thought” in the form of necessary changes and modifications to be introduced, which have been suggested by the sample in question. The respondents constitute 9 teachers from secondary schools, who have replied to an online questionnaire investigating the situation in Polish schools, concerning distance education, specifically teaching a FL. Apart from presenting the current state of affairs, some suggestions for the future are remarked upon.

A Framework for Promoting Complex Learning in a Blended Learning Environment

Different learning outcomes warrant different learning strategies. Instructional sequencing is dependent upon the various learning outcomes that are intended for a particular course or instructional unit. Complex learning integrates a learner's knowledge, skills, and attitudes, newly obtained skillsets, and the transference of learning in an applied environment. A challenge that many educators face when teaching complex tasks is the ability to assist students to draw from prior knowledge from various subjects in order to approach problem solving. The intent of this chapter is to provide educators with strategies to promote complex learning within a blended learning environment.

Promoting Complex Learning through Relevant Learning Experiences for the Health Sciences

Educators in the health professions are faced with the daunting task of teaching highly complex skill acquisition and application, often without a framework to guide the development of instruction. Different learning outcomes warrant different learning strategies. Instructional sequencing is dependent upon the various learning outcomes that are intended for a particular course or instructional unit. Complex learning integrates a learner's knowledge, skills, and attitudes, new skill sets and the transference of learning in an applied environment. This chapter discusses the way complex learning can be incorporated within a health education framework that integrates the foundations of basic science, communication skills, and physical exam/procedural skills in a hands-on, learner-centered environment, providing alignment with performance assessment and expected outcomes.

A Framework for Promoting Complex Learning in a Blended Learning Environment

Different learning outcomes warrant different learning strategies. Instructional sequencing is dependent upon the various learning outcomes that are intended for a particular course or instructional unit. Complex learning integrates a learner's knowledge, skills, and attitudes, newly obtained skillsets, and the transference of learning in an applied environment. A challenge that many educators face when teaching complex tasks is the ability to assist students to draw from prior knowledge from various subjects in order to approach problem solving. The intent of this chapter is to provide educators with strategies to promote complex learning within a blended learning environment.

A Framework for Promoting Complex Learning in a Blended Learning Environment

Different learning outcomes warrant different learning strategies. Instructional sequencing is dependent upon the various learning outcomes that are intended for a particular course or instructional unit. Complex learning integrates a learner’s knowledge, skills, and attitudes, newly obtained skillsets, and the transference of learning in an applied environment. A challenge that many educators face when teaching complex tasks is the ability to assist students to draw from prior knowledge from various subjects in order to approach problem solving. The intent of this chapter is to provide educators with strategies to promote complex learning within a blended learning environment.