Remote learning among students with and without reading difficulties during the initial stages of the COVID-19 pandemic
Abstrakt
This article presents the results of a survey on yet under-researched aspects of remote learning and learning difficulties in higher education during the initial stage (March – June 2020) of the COVID-19 pandemic. A total of 2182 students from University of Warsaw in Poland completed a two-part questionnaire regarding academic achievements in the academic year 2019/2020, living conditions and stress related to learning and pandemic, as well as basic demographic information, and Dyslexia Diagnosis Questionnaire (DDQ). The analyses were carried out in three sub-groups of students: who self-reported having a formal diagnosis of dyslexia (CDYS), self-reported reading difficulties, but had no formal diagnosis of dyslexia (SIDYS), and who reported no reading difficulties (CON). The results of the survey revealed that compared with the CON group, more students from CDYS and SIDYS groups did not pass at least one exam in the summer semester. CDYS and SIDYS groups experienced higher stress due to epidemiological restrictions, they had more difficulties than CON with the organisation of learning and obtaining credit during the COVID-19 pandemic. The results indicate a need for special consideration of additional support for students experiencing reading difficulties (whether or not they have a formal diagnosis).
Cytowania
-
1 8
CrossRef
-
0
Web of Science
-
1 7
Scopus
Autorzy (6)
Cytuj jako
Pełna treść
- Wersja publikacji
- Accepted albo Published Version
- Licencja
- otwiera się w nowej karcie
Słowa kluczowe
Informacje szczegółowe
- Kategoria:
- Publikacja w czasopiśmie
- Typ:
- Publikacja w czasopiśmie
- Opublikowano w:
-
Education and Information Technologies
nr 26,
strony 6973 - 6994,
ISSN: 1360-2357 - Rok wydania:
- 2021
- DOI:
- Cyfrowy identyfikator dokumentu elektronicznego (otwiera się w nowej karcie) 10.1007/s10639-021-10559-3
- Bibliografia: test
-
- Abbasi, S., Ayoob, T., Malik, A., & Memon, S. I. (2020). Perceptions of students regarding e-learning during Covid-19 at a private medical college. Pakistan Journal of Medical Sciences, 36(COVID19- S4), S57. https:// doi. org/ 10. 12669/ pjms. 36. COVID 19-S4. 2766 otwiera się w nowej karcie
- Adnan, M., & Anwar, K. (2020). Online learning amid the COVID-19 pandemic: Students' perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 45-51. https:// doi. org/ 10. 33902/ JPSP. 20202 61309 otwiera się w nowej karcie
- Alexander-Passe, N. (2008). The sources and manifestations of stress amongst school-aged dyslexics, compared with sibling controls. Dyslexia, 14(4), 291-313. https:// doi. org/ 10. 1002/ dys. 351 otwiera się w nowej karcie
- Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID- 19 pandemic. Higher Education Studies, 10(3), 16-25. https:// doi. org/ 10. 5539/ hes. v10n3 p16 otwiera się w nowej karcie
- Almaiah, M. A., Al-Khasawneh, A., & Althunibat, A. (2020). Exploring the critical challenges and fac- tors influencing the E-learning system usage during COVID-19 pandemic. Education and Informa- tion Technologies, 25, 5261-5280. https:// doi. org/ 10. 1007/ s10639-020-10219-y otwiera się w nowej karcie
- Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). Impacts of the COVID-19 pandemic on life of higher education students: A global perspective. Sustainability, 12(20), 8438. https:// doi. org/ 10. 3390/ su122 08438 otwiera się w nowej karcie
- Bączek, M., Zagańczyk-Bączek, M., Szpringer, M., Jaroszyński, A., & Wożakowska-Kapłon, B. (2021). otwiera się w nowej karcie
- Students' perception of online learning during the COVID-19 pandemic: A survey study of Polish medical students. Medicine, 100(7), e24821. https:// doi. org/ 10. 1097/ MD. 00000 00000 024821 otwiera się w nowej karcie
- Beacham, N. A., & Alty, J. L. (2006). An investigation into the effects that digital media can have on the learning outcomes of individuals who have dyslexia. Computers and Education, 47(1), 74-93. https:// doi. org/ 10. 1016/j. compe du. 2004. 10. 006 otwiera się w nowej karcie
- Beidas, H., Khateb, A., & Breznitz, Z. (2013). The cognitive profile of adult dyslexics and its rela- tion to their reading abilities. Reading and Writing, 26(9), 1487-1515. https:// doi. org/ 10. 1007/ s11145-013-9428-5 otwiera się w nowej karcie
- Bogdanowicz, M. (2012). Diagnoza dysleksji w wieku dorosłym [Diagnosis of dyslexia in adulthood].
- In M. Bogdanowicz (Ed.), Dysleksja w wieku dorosłym [Dyslexia in the adulthood] (pp. 99-119). otwiera się w nowej karcie
- Harmonia Universalis.
- Cancer, A., Bonacina, S., Antonietti, A., Salandi, A., Molteni, M., & Lorusso, M. L. (2020). The effec- tiveness of interventions for developmental dyslexia: Rhythmic reading training compared with hemisphere-specific stimulation and action video games. Frontiers in Psychology, 11, 1158. https:// doi. org/ 10. 3389/ fpsyg. 2020. 01158 otwiera się w nowej karcie
- Carrillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: A literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466-487. https:// doi. org/ 10. 1080/ 02619 768. 2020. 18211 84 otwiera się w nowej karcie
- Carroll, J. M., & Iles, J. E. (2006). An assessment of anxiety levels in dyslexic students in higher educa- tion. British Journal of Educational Psychology, 76, 651-662. https:// doi. org/ 10. 1348/ 00070 9905X 66233 otwiera się w nowej karcie
- Cataudella, S., Carta, S., Mascia, M. L., Masala, C., Petretto, D. R., & Penna, M. P. (2021). Psychological aspects of students with learning disabilities in e-environments: A mini review and future research directions. Frontiers in Psychology, 11, 611818. https:// doi. org/ 10. 3389/ fpsyg. 2020. 611818 otwiera się w nowej karcie
- Chigeza, P., & Halbert, K. (2014). Navigating e-learning and blended learning for pre-service teach- ers: Redesigning for engagement, access and efficiency. Australian Journal of Teacher Education, 39(11), 8. https:// doi. org/ 10. 14221/ ajte. 2014v 39n11.8 otwiera się w nowej karcie
- Cicha, K., Rizun, M., Rutecka, P., & Strzelecki, A. (2021). COVID-19 and higher education: first-year students' expectations toward distance learning. Sustainability, 13(4), 1889. https:// doi. org/ 10. 3390/ su130 41889 otwiera się w nowej karcie
- Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., ... & Lam, S. (2020). COVID-19: 20 countries' higher education intra-period digital pedagogy responses. Journal of Applied Learning and Teaching, 3(1), 1-20. https:// doi. org/ 10. 37074/ jalt. 2020.3. 1.7 otwiera się w nowej karcie
- Daniels, L. M., Goegan, L. D., & Parker, P. C. (2021). The impact of COVID-19 triggered changes to instruction and assessment on university students' self-reported motivation, engagement and percep- tions. Social Psychology of Education, 24, 299-318. https:// doi. org/ 10. 1007/ s11218-021-09612-3 otwiera się w nowej karcie
- Debowska, A., Horeczy, B., Boduszek, D., & Dolinski, D. (2020). A repeated cross-sectional survey assessing university students' stress, depression, anxiety, and suicidality in the early stages of the COVID-19 pandemic in Poland. Psychological Medicine, 1-4. https:// doi. org/ 10. 1017/ S0033 29172 00039 2X otwiera się w nowej karcie
- Demuyakor, J. (2020). Coronavirus (COVID-19) and online learning in higher institutions of education: A survey of the perceptions of Ghanaian international students in China. Online Journal of Commu- nication and Media Technologies, 10(3), e202018. https:// doi. org/ 10. 29333/ ojcmt/ 8286 otwiera się w nowej karcie
- Faul, F., Erdfelder, E., Lang, A.-G., & Buchner, A. (2007). G*Power 3: A flexible statistical power analy- sis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39, 175-191. https:// doi. org/ 10. 3758/ BF031 93146 otwiera się w nowej karcie
- Faul, F., Erdfelder, E., Buchner, A., & Lang, A.-G. (2009). Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41, 1149-1160. https:// doi. org/ 10. 3758/ BRM. 41.4. 1149 otwiera się w nowej karcie
- Fawcett, A. J., & Nicolson, R. I. (1992). Automatisation deficits in balance for dyslexic children. Percep- tual and Motor Skills, 75(2), 507-529. https:// doi. org/ 10. 2466/ pms. 1992. 75.2. 507 otwiera się w nowej karcie
- Fawcett, A. J., & Nicolson, R. I. (2008). Dyslexia and the cerebellum. In G. Reid, A. Fawcett, F. Manis, & L. Siegel (Eds.), The SAGE handbook of dyslexia. (pp. 11-29). Sage.
- Ferrer, E., Shaywitz, B. A., Holahan, J. M., Marchione, K. E., Michaels, R., & Shaywitz, S. E. (2015). Achievement gap in reading is present as early as first grade and persists through adolescence. The Journal of Pediatrics, 167(5), 1121-1125. https:// doi. org/ 10. 1016/j. jpeds. 2015. 07. 045 otwiera się w nowej karcie
- Forteza-Forteza, D., Rodríguez-Martín, A., Álvarez-Arregui, E., & Menéndez Álvarez-Hevia, D. (2021). Inclusion, dyslexia, emotional state and learning: Perceptions of Ibero-American children with dys- lexia and their parents during the COVID-19 lockdown. Sustainability, 13(5), 2739. https:// doi. org/ 10. 3390/ su130 52739 otwiera się w nowej karcie
- Galuschka, K., Ise, E., Krick, K., & Schulte-Körne, G. (2014). Effectiveness of treatment approaches for children and adolescents with reading disabilities: A meta-analysis of randomized controlled trials. PLoS ONE, 9(2), e89900. https:// doi. org/ 10. 1371/ journ al. pone. 00899 00 otwiera się w nowej karcie
- Galuschka, K., Görgen, R., Kalmar, J., Haberstroh, S., Schmalz, X., & Schulte-Körne, G. (2020). Effec- tiveness of spelling interventions for learners with dyslexia: A meta-analysis and systematic review. Educational Psychologist, 55(1), 1-20. https:// doi. org/ 10. 1080/ 00461 520. 2019. 16597 94 otwiera się w nowej karcie
- Gambin, M., Sękowski, M., Woźniak-Prus, M., Wnuk, A., Oleksy, T., Cudo, A., ... & Maison, D. (2021). Generalized anxiety and depressive symptoms in various age groups during the COVID-19 lock- down in Poland. Specific predictors and differences in symptoms severity. Comprehensive Psychia- try, 105, 152222. https:// doi. org/ 10. 1016/j. compp sych. 2020. 152222 otwiera się w nowej karcie
- Hellendoorn, J., & Ruijssenaars, W. (2000). Personal experiences and adjustment of Dutch adults with dyslexia. Remedial and Special Education, 21(4), 227-239. https:// doi. org/ 10. 1177/ 07419 32500 02100 405 otwiera się w nowej karcie
- Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27, 1-12 otwiera się w nowej karcie
- International Dyslexia Association (2002). Definition of dyslexia. Retrieved from: https:// dysle xiaida. org/ defin ition-of-dysle xia/. Accessed 29 Jan 2021. otwiera się w nowej karcie
- Jeffries, S., & Everatt, J. (2004). Working memory: Its role in dyslexia and other specific learning dif- ficulties. Dyslexia, 10(3), 196-214. https:// doi. org/ 10. 1002/ dys. 278 otwiera się w nowej karcie
- Kaur, M. (2013). Blended learning-its challenges and future. Procedia -Social and Behavioral Sciences, 93, 612-617. https:// doi. org/ 10. 1016/j. sbspro. 2013. 09. 248 otwiera się w nowej karcie
- Kuhn, H. W. (1955). The Hungarian Method for the assignment problem. Naval Research Logistics Quarterly, 2, 83-97. https:// doi. org/ 10. 1002/ nav. 38000 20109 otwiera się w nowej karcie
- Lamm, O., & Epstein, R. (1992). Specific reading impairments -are they to be associated with emotional difficulties? Journal of Learning Disabilities, 25(9), 605-615. https:// doi. org/ 10. 1177/ 00222 19492 02500 910 otwiera się w nowej karcie
- López-Escribano, C., Suro Sánchez, J., & Leal Carretero, F. (2018). Prevalence of developmental dys- lexia in Spanish University Students. Brain Sciences, 8(5), 82. https:// doi. org/ 10. 3390/ brain sci80 50082 otwiera się w nowej karcie
- MacCullagh, L., Bosanquet, A., & Badcock, N. A. (2017). University students with dyslexia: A qualita- tive exploratory study of learning practices, challenges and strategies. Dyslexia, 23(1), 3-23. https:// doi. org/ 10. 1002/ dys. 1544 otwiera się w nowej karcie
- Maleńczyk, I., & Gładysz, B. (2019). Academic E-learning in Poland. Results of a diagnostic survey. International Journal of Research in E-learning, 5, 35-59. https:// doi. org/ 10. 31261/ IJREL. 2019.5. 1. 03 otwiera się w nowej karcie
- Maughan, B., Rutter, M., & Yule, W. (2020). The Isle of Wight studies: the scope and scale of reading difficulties. Oxford Review of Education, 46(4), 429-438. https:// doi. org/ 10. 1080/ 03054 985. 2020. 17700 64 otwiera się w nowej karcie
- Menghini, D., Hagberg, G. E., Caltagirone, C., Petrosini, L., & Vicari, S. (2006). Implicit learning defi- cits in dyslexic adults: An fMRI study. NeuroImage, 33, 1218-1226. https:// doi. org/ 10. 1016/j. neuro image. 2006. 08. 024 otwiera się w nowej karcie
- Moll, K., Kunze, S., Neuhoff, N., Bruder, J., & Schulte-Körne, G. (2014). Specific learning disorder: Prevalence and gender differences. PLoS ONE, 9(7), e103537. https:// doi. org/ 10. 1371/ journ al. pone. 01035 37 otwiera się w nowej karcie
- Moojen, S. M. P., Gonçalves, H. A., Bassôa, A., Navas, A. L., de Jou, G., & Miguel, E. S. (2020). Adults with dyslexia: how can they achieve academic success despite impairments in basic reading and writing abilities? The role of text structure sensitivity as a compensatory skill. Annals of Dyslexia, 70(1), 115-140. https:// doi. org/ 10. 1007/ s11881-020-00195-w otwiera się w nowej karcie
- Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). e-Learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education, 14(2), 129-135. https:// doi. org/ 10. 1016/j. iheduc. 2010. 10. 001 otwiera się w nowej karcie
- Mortimore, T., & Crozier, W. R. (2006). Dyslexia and difficulties with study skills in higher education. Studies in Higher Education, 31(2), 235-251. https:// doi. org/ 10. 1080/ 03075 07060 05721 73 otwiera się w nowej karcie
- Nelson, J. M., Lindstrom, W., & Foels, P. A. (2015). Test anxiety among college students with specific reading disability (dyslexia) nonverbal ability and working memory as predictors. Journal of Learn- ing Disabilities, 48(4), 422-432. https:// doi. org/ 10. 1177/ 00222 19413 507604 otwiera się w nowej karcie
- Nowakowska, I. (2020). Lonely and thinking about the past: the role of time perspectives, big five traits and perceived social support in loneliness of young adults during COVID-19 social distancing. Cur- rent Issues in Personality Psychology, 8(3), 175-184. https:// doi. org/ 10. 5114/ cipp. 2020. 97289 otwiera się w nowej karcie
- Orlov, G., McKee, D., Berry, J., Boyle, A., DiCiccio, T., Ransom, T., ... & Stoye, J. (2021). Learning dur- ing the COVID-19 pandemic: it is not who you teach, but how you teach. Economics Letters, 202, 109812. https:// doi. org/ 10. 1016/j. econl et. 2021. 109812 otwiera się w nowej karcie
- Pang, L., & Jen, C. C. (2018). Inclusive dyslexia-friendly collaborative online learning environment: Malaysia case study. Education and Information Technologies, 23(3), 1023-1042. https:// doi. org/ 10. 1007/ s10639-017-9652-8 otwiera się w nowej karcie
- Pape-Neumann, J., van Ermingen-Marbach, M., Grande, M., Willmes, K., & Heim, S. (2015). The role of phonological awareness in treatments of dyslexic primary school children. ActaNeurobiologiaeEx- perimentalis, 75, 80-106
- Perelmutter, B., McGregor, K. K., & Gordon, K. R. (2017). Assistive technology interventions for adoles- cents and adults with learning disabilities: An evidence-based systematic review and meta-analysis. otwiera się w nowej karcie
- Computers & Education, 114, 139-163. https:// doi. org/ 10. 1016/j. compe du. 2017. 06. 005 otwiera się w nowej karcie
- Pham, H. H., & Ho, T. T. H. (2020). Toward a 'new normal' with e-learning in Vietnamese higher edu- cation during the post COVID-19 pandemic. Higher Education Research & Development, 39(7), 1327-1331. https:// doi. org/ 10. 1080/ 07294 360. 2020. 18239 45 otwiera się w nowej karcie
- Pinkas, J., Jankowski, M., Szumowski, Ł., Lusawa, A., Zgliczyński, W. S., Raciborski, F., … & Gujski, M. (2020). Public health interventions to mitigate early spread of SARS-CoV-2 in Poland. Medi- cal Science Monitor: International Medical Journal of Experimental and Clinical Research, 26, e924730-1. https:// doi. org/ 10. 12659/ MSM. 924730. otwiera się w nowej karcie
- Pino, M., & Mortari, L. (2014). The inclusion of students with dyslexia in higher education: A systematic review using narrative synthesis. Dyslexia, 20(4), 346-369. https:// doi. org/ 10. 1002/ dys. 1484 otwiera się w nowej karcie
- Pirttimaa, R., Takala, M., & Ladonlahti, T. (2015). Students in higher education with reading and writing difficulties. Education Inquiry, 6(1), 24277. https:// doi. org/ 10. 3402/ edui. v6. 24277 otwiera się w nowej karcie
- Półjanowicz, W., Mrugacz, G., Szumiński, M., Latosiewicz, R., Bakunowicz-Łazarczyk, A., Bryl, A., & Mrugacz, M. (2013). Assessment of the effectiveness of medical education on the Moodle e-learn- ing platform. Studies in Logic, Grammar and Rhetoric, 35(1), 203-214. https:// doi. org/ 10. 2478/ slgr-2013-0037 otwiera się w nowej karcie
- Quick, R. L. (2013). Exploring faculty perceptions toward working with academically vulnerable college students. College Quarterly, 16(4), 3-3 otwiera się w nowej karcie
- Reid, G. (2016). Dyslexia: A practitioner's handbook. Wiley. otwiera się w nowej karcie
- Reis, A., Araújo, S., Morais, I. S., & Faísca, L. (2020). Reading and reading-related skills in adults with dyslexia from different orthographic systems: a review and meta-analysis. Annals of Dyslexia, 70(3), 339-368. https:// doi. org/ 10. 1007/ s11881-020-00205-x otwiera się w nowej karcie
- Riddick, B., Sterling, C., Farmer, M., & Morgan, S. (1999). Self-esteem and anxiety in the educational histories of adult dyslexic students. Dyslexia, 5(4), 227-248. https:// doi. org/ 10. 1002/ (SICI) 1099- 0909(199912) 5:4% 3c227:: AID-DYS146% 3e3.0. CO;2-6 otwiera się w nowej karcie
- Rogowska, A. M., Kuśnierz, C., & Bokszczanin, A. (2020). Examining anxiety, life satisfaction, general health, stress and coping styles during COVID-19 pandemic in Polish sample of university students. Psychology Research and Behavior Management, 13, 797-811. https:// doi. org/ 10. 2147/ PRBM. S2665 11 otwiera się w nowej karcie
- Rosak-Szyrocka, J., & Wojciechowski, P. (2015). E-learning as an effective educational space in Poland: the benefits and disadvantages of studying using Moodle. Journal of Achievements in Materials and Manufacturing Engineering, 73(2), 237-246 otwiera się w nowej karcie
- Rutter, M., & Yule, W. (1975). The concept of specific reading retardation. Journal of Child Psychology and Psychiatry, 16(3), 181-197. https:// doi. org/ 10. 1111/j. 1469-7610. 1975. tb012 69.x otwiera się w nowej karcie
- Serhan, D. (2020). Transitioning from face-to-face to remote learning: Students' attitudes and perceptions of using zoom during COVID-19 pandemic. International Journal of Technology in Education and Science, 4(4), 335-342. https:// doi. org/ 10. 46328/ ijtes. v4i4. 148 otwiera się w nowej karcie
- Shaywitz, S. E., Fletcher, J. M., Holahan, J. M., Shneider, A. E., Marchione, K. E., Stuebing, K. K., Fran- cis, D. J., Pugh, K. R., & Shaywitz, B. A. (1999). Persistence of dyslexia: The Connecticut longitu- dinal study at adolescence. Pediatrics, 104(6), 1351-1359. https:// doi. org/ 10. 1542/ peds. 104.6. 1351 otwiera się w nowej karcie
- Sidor, A., & Rzymski, P. (2020). Dietary choices and habits during COVID-19 lockdown: Experience from Poland. Nutrients, 12(6), 1657. https:// doi. org/ 10. 3390/ nu120 61657 otwiera się w nowej karcie
- Smythe, I., & Everatt, J. (2001). Adult Checklist. Available at: https:// cdn. bdady slexia. org. uk/ docum ents/ Dysle xia/ Adult-Check list-1. pdf? mtime= 20190 41022 1643& focal= none. Retrieved: 26.01.2021.
- Snowling, M., Muter, V., & Carroll, J. (2007). Children at family risk of dyslexia: A follow-up in early adolescence. Journal of Child Psychology and Psychiatry, 48(6), 609-618. https:// doi. org/ 10. 1111/j. 1469-7610,2006. 01725.x otwiera się w nowej karcie
- Snowling, M., Dawes, P., Nash, H., & Hulme, C. (2012). Validity of a protocol for adult self-report of dyslexia and related difficulties. Dyslexia, 18(1), 1-15. https:// doi. org/ 10. 1002/ dys. 1432 otwiera się w nowej karcie
- Snowling, M. J., Hulme, C., & Nation, K. (2020). Defining and understanding dyslexia: past, present and future. Oxford Review of Education, 46(4), 501-513. https:// doi. org/ 10. 1080/ 03054 985. 2020. 17657 56 otwiera się w nowej karcie
- Stoodley, C. J., & Stein, J. F. (2013). Cerebellar function in developmental dyslexia. The Cerebellum, 12(2), 267-276. https:// doi. org/ 10. 1007/ s12311-012-0407-1 otwiera się w nowej karcie
- Suárez-Coalla, P., & Cuetos, F. (2015). Reading difficulties in Spanish adults with dyslexia. Annals of Dyslexia, 65(1), 33-51. https:// doi. org/ 10. 1007/ s11881-015-0101-3 otwiera się w nowej karcie
- Suchanska, M., & Keczkowska, J. (2007). Some aspects of employing the Moodle platform as a tool for enhancing the teaching and learning process. In EUROCON 2007-The International Conference on" Computer as a Tool" (pp. 2465-2467). otwiera się w nowej karcie
- Szadziewska, A., & Kujawski, J. (2017). Advantages and disadvantages of the blended-learning method used in the educational process at the faculty of management at the University of Gdansk, in the opinion of undergraduate students. ICERI Proceedings (pp. 3938-3946). https:// doi. org/ 10. 21125/ iceri. 2017. 1051 otwiera się w nowej karcie
- Szczepańska, A., & Pietrzyka, K. (2021). The COVID-19 epidemic in Poland and its influence on the quality of life of university students (young adults) in the context of restricted access to public spaces. Journal of Public Health, 1-11. https:// doi. org/ 10. 1007/ s10389-020-01456-z otwiera się w nowej karcie
- Talarowska, M., Chodkiewicz, J., Nawrocka, N., Miniszewska, J., & Biliński, P. (2020). Mental health and the SARS-COV-2 Epidemic -Polish research study. International Journal of Environmental Research and Public Health, 17(19), 7015. https:// doi. org/ 10. 3390/ ijerp h1719 7015 otwiera się w nowej karcie
- Tamboer, P., Vorst, H. C. M., & de Jong, P. F. (2017). Six factors of adult dyslexia assessed by cognitive tests and self-report questions: Very high predictive validity. Research in Developmental Disabili- ties, 71, 143-168. https:// doi. org/ 10. 1016/j. ridd. 2017. 09. 010 otwiera się w nowej karcie
- Taylor, M., Duffy, S., & Hughes, G. (2007). The use of animation in higher education teaching to support students with dyslexia. Education + Training, 49(1), 25-35. https:// doi. org/ 10. 1108/ 00400 91071 07298 57 otwiera się w nowej karcie
- Teddlie, C., & Yu, F. (2007). Mixed methods sampling: A typology with examples. Journal of Mixed Methods Research, 1(1), 77-100. https:// doi. org/ 10. 1177/ 15586 89806 292430 otwiera się w nowej karcie
- Tops, W., Callens, C., Van Cauwenberghe, E., Adriaens, J., & Brysbaert, M. (2013). Beyond spelling: the writing skills of students with dyslexia in higher education. Reading and Writing, 26(5), 705-720. https:// doi. org/ 10. 1007/ s11145-012-9387-2 otwiera się w nowej karcie
- Vinegrad, M. A. (1994). Revised adult dyslexia checklist. Educare, 48, 21-23
- Wieczorek, T., Kołodziejczyk, A., Ciułkowicz, M., Maciaszek, J., Misiak, B., Rymaszewska, J., & Szcześniak, D. (2021). Class of 2020 in Poland: Students' Mental Health during the COVID-19 Outbreak in an Academic Setting. International Journal of Environmental Research and Public Health, 18(6), 2884. https:// doi. org/ 10. 3390/ ijerp h1806 2884 otwiera się w nowej karcie
- Woodfine, B. P., Nunes, M. B., & Wright, D. J. (2008). Text-based synchronous e-learning and dyslexia: Not necessarily the perfect match! Computers and Education, 50(3), 703-717. https:// doi. org/ 10. 1016/j. compe du. 2006. 08. 010 otwiera się w nowej karcie
- Woodley, A. (1981). The Open University of the United Kingdom. Implementation of higher education reforms. Institute of Education, European Cultural Foundation. otwiera się w nowej karcie
- World Health Organization (2015). International Statistical Classification of Diseases and Related Health Problems 10th Revision (ICD-10). Retrieved from: https:// icd. who. int/ brows e10/ 2019/ en. Accessed 31 Mar 2021. otwiera się w nowej karcie
- Zajenkowski, M., Jonason, P. K., Leniarska, M., & Kozakiewicz, Z. (2020). Who complies with the restrictions to reduce the spread of COVID-19?: Personality and perceptions of the COVID-19 situation. Personality and Individual Differences, 166, 110199. https:// doi. org/ 10. 1016/j. paid. 2020. 110199 otwiera się w nowej karcie
- Zhao, L. X., Blankinship, B., Duan, Z., Huang, H., Sun, J., & Bak, T. H. (2020). Comparing face-to-face and online teaching of written and spoken Chinese to adult learners: An Edinburgh-Sheffield case study. International Journal of Chinese Language Teaching, 1(1), 83-98. https:// doi. org/ 10. 46451/ ijclt. 2020. 06. 05 otwiera się w nowej karcie
- Zhu, M., Bonk, C. J., & Doo, M. Y. (2020). Self-directed learning in MOOCs: Exploring the relation- ships among motivation, self-monitoring, and self-management. Educational Technology Research and Development, 68, 2073-2093. https:// doi. org/ 10. 1007/ s11423-020-09747-8 otwiera się w nowej karcie
- Publisher's note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. otwiera się w nowej karcie
- Weryfikacja:
- Brak weryfikacji
wyświetlono 118 razy
Publikacje, które mogą cię zainteresować
Changes in psychological distress among Polish medical university teachers during the COVID-19 pandemic
- B. Wojtera,
- N. Singh,
- S. Iankovitch
- + 3 autorów
Online Interactivity – Shift Towards E-textbook-based Medical Education
- A. Dutkiewicz,
- B. Kołodziejczak,
- P. Leszczyński
- + 4 autorów