Conditions and potential for remote student teaching

Abstract

Purpose: This article aims to present the potential use and determinants for remote teaching tools in student education. A survey subject is a group of all Jan and Jedrzej Sniadecki UTP University of Science and Technology in Bydgoszcz and a group of all academic teachers. Design/Approach/Methodology: The article presents the results of research conducted among students and employees of the UTP University of Technology and Life Sciences in Bydgoszcz, carried out during the Covid-19 coronavirus pandemic. The presentation of research results was preceded by an analysis of reference books. The method of collecting data from primary sources was an online survey. Because the survey covered the entire surveyed population of UTP students and teaching staff, it was unnecessary to select a sample from the population. This ensured that scientific research is exhaustive. It considers the entire surveyed population, preventing sampling errors, such as lack of full representativeness or random error. Findings: Presented conclusions and summaries are of an applied nature and may form the basis for implementing system solutions for the utilization of remote teaching tools in the student education process. Practical Implications: The research results clearly indicate the enormous potential of these tools in modern education, but it should also be mentioned that the respondent assessment excludes the elimination of traditional teaching classes. The potential of remote learning refers primarily to make the form, accessibility, and methods of selected forms of teaching more attractive. The identified barriers relate to technical conditions (Internet connection parameters) and the nature and nature of activities (e.g., practical exercises, labs) and faculties. Technical barriers outside the competence of the higher education facilities must be addressed systematically, e.g., by offering high-speed mobile internet for students. Originality/Value: The conducted statistical analysis indicates that conducting student and academic staff training in remote learning tool utilization is essential, as it will primarily affect the quality and comfort of work and teaching, but it is also important in the assessment of the use of these instruments, in each of the examined areas.