Conditions and Determinants of Distance Education for Students during the COVID-19 Pandemic—Evaluation in the Kuyavia-Pomerania Region in Poland

Abstract

This research project is the first and only comprehensive regional study in Poland including all teachers and headteachers of primary and secondary schools. The aim of the study was to determine the factors influencing the learning process carried out remotely and to examine the potential of this form of education for primary and secondary school students and its future use to improve the quality and accessibility of education. An important aspect of this research was also the assessment of the respondents’ capabilities and competences in the area of operating and using digital tools in the educational process. During the COVID-19 pandemic, a total of 9070 teachers took part in this study. The method of data collection was an online survey. The research instrument consisted of a survey questionnaire. The survey was conducted electronically using tools provided by Google. The following methods were used to evaluate the data: count tables, which allowed for data exploration; a graphical method—cross-sectional analysis; and individual correlation analysis, which allowed for preliminary data evaluation. The results obtained within the research process conducted allowed us to achieve our goals. According to 42.4% of the teachers surveyed, remote learning is a good alternative to traditional teaching. The study also confirmed, inter alia, the presence of a correlation between technical conditions of classes and specific forms and levels of education, with 49.7% of respondents indicating that remote learning depends mainly on the quality of technical parameters, including a good or very good Internet connection. The biggest advantages of e-learning, as indicated by the respondents, were the possibility of working from home, conveniently sharing educational materials, and utilising additional teaching aids. Health issues and long times spent in front of the computer were highlighted as the greatest drawbacks of this teaching method. The results also showed that, as the age of the teachers increases, the acceptance and trust in distance learning activities increases while the fear of using this form of student learning decreases. This study lays the foundation for designing systemic, nationwide solutions, and thus, the authors are planning to continue their research in the context of comparative analysis of different regions and to analyse this process in the context of the entire country. The analyses performed form a part of a global line of research in the field of education and in the implementation of innovative tools and forms of education provision.

1. Introduction

The research topic explored herein, pertaining to the conditions, potential, and perspectives of using distance learning in a modern education system, has emerged from the current situation related to the COVID-19 pandemic. In the period of the pandemic caused by the SARS-CoV-2 virus, schools and universities in many countries around the world switched to a remote or hybrid mode of class teaching. Since 25 March 2020, the operation of schools in Poland has also been adapted to this epidemiological situation and compulsory distance learning has been introduced throughout the country. This period was a significant organisational and didactic challenge, as for the first time, on such a large scale in many countries, education at all levels was conducted solely in the remote form. From the scientific point of view, it was an excellent moment to conduct research on distance education: determining the theoretical and practical framework for the use of this form of education in the future, evaluating remote learning tools, learning about the best practices in this area, or determining determinants (psychological, social, economic, IT, and other) in the process of remote education of children and adolescents, among others. This article presents the results of research on the process of remote education for students in Poland, the scope of which is directly related to the abovementioned research areas.

The aim of the study was to determine the factors influencing the learning process carried out remotely and to examine the potential of this form of education for primary and secondary school students and its future use to improve the quality and accessibility of education. The detailed objectives of the conducted research included (1) determining the factors influencing the process of remote education, (2) examining the potential of remote education, and (3) determining the possibility of using remote education to improve the quality and attractiveness of the education system.

The research conducted fits directly into the international discussions within the literature on the subject conducted by many researchers from different countries about the determinants of the distance learning process and its perspectives in increasing the effectiveness and availability of education for children and youth in the future. The research in question is the first among broad and multidimensional research that covers all schools within the Polish education system and the entire population of teachers and school principals in the Kuyavian-Pomeranian Voivodeship, one of the sixteen regions of the country. The results of the research carried out can therefore be extrapolated to the entire education system in Poland.

An analysis of the results of the research conducted allows us to fill the research gaps in assessing the possibility of using distance learning in the future and in assessing the usefulness of this form of education both in the context of the type of classes (e.g., group classes, classes, laboratories, etc.) and in individual schools and subjects. An important aspect of this research was the evaluation of the form in which classes were conducted among teachers and the assessment of their capabilities and competences in operating and using digital tools for educational purposes The period of the pandemic and the implementation of education with the use of distance learning emphasised the need to revise the systems for improving the qualifications of teaching staff in many countries, including Poland, and indicated the need to develop or improve digital teaching tools. Therefore, it will be extremely valuable to present, among others, good practices that allow teachers to develop effective methods of educating students in a remote or hybrid form. It all fits in with the concepts of digital society. By examining psychosocial and health determinants and aspects, we create the possibility of adapting digital educational tools and methods to these extremely important determinants of the learning process. Health problems caused by long-term work at a computer and, problems of social isolation are very important and even fundamental issues that must be taken into account when organising the learning process with the use of distance learning in the future. Therefore, teachers have been confronted with a completely new professional challenge of remote teaching. The task of the school system is not only to teach children and youth but also to establish social relationships and to provide a good upbringing; it would therefore be difficult to believe that a simple replacement of traditionally provided education with a remote form of education could take place without any loss of quality or social value added. Nevertheless, it should be noted that, at higher levels of education—bachelor’s and master’s degree studies, and other postgraduate studies—and within the employee training market, there is avid interest in using this form of education to enrich education and to make it more attractive. In 2015, the global e-learning market was already estimated at USD 107 billion, whereas at present, it is estimated that, at the end of 2025, the value of this market will increase up to USD 325 billion [1]. The concepts of e-learning, distance learning, blended learning, or remote teaching encountered in the literature are not identical. However, all of the abovementioned forms of education are based on one common denominator, namely the use of modern technologies (Internet, computers, and software) in education, where direct contact of the student (student) with the teacher has been changed and takes place only through digital communication channels. During the COVID-19 pandemic, many countries introduced significant changes to the educational system for children, adolescents, and other students, temporarily limiting classes carried out in a traditional way. All classes were carried out in this period with the use of modern communication technologies (smartphones, computers, and Internet), which for the first time allowed for very extensive research on the possibility of using these educational tools in the future (regardless of the form of educational organisation). Therefore, the authors allowed themselves to make some generalisation, and in the literature review, an analysis of the reports and studies on various forms of implementing this form of education was made [2].

2. Literature Review

UNESCO reported that nearly half of the world’s students continue to have limited or no access to school since the COVID-19 pandemic started one year ago and that more than 100 million children are expected to perform worse than the minimum level in reading proficiency [3] (see Figure 1).

Since the beginning of the COVID-19 pandemic, a number of scientific studies have been conducted in many countries among all parties involved in distance learning, be they students, teachers, headteachers, pupils, or parents. The literature on evaluating distance learning at the primary and secondary school levels has not been identified as schools at this level have not made use of this form of teaching until now. It is not possible to provide prime examples of schools in Poland that had been well-prepared for remote teaching before the onset of the pandemic.

Undoubtedly, the introduction of remote instruction in many countries was a convenient opportunity to conduct thorough and multifaceted research on e-learning tools in the process of student education, which so far have only been used sporadically. However, this topic is of great interest to researchers as it is [5,6,7,8,9,10,11,12].

During the period of the pandemic in Poland, a number of scientific studies on the broadly defined process of distance learning were conducted by research, academic, and social centres. An attempt to identify the number of such studies indicates that more than forty studies have results that are available and cover the opinions of students, teachers, pupils, and parents. An analysis of the current situation in Polish schools has been presented in a nationwide survey conducted by the University of Warsaw among 4178 respondents including 2961 teachers and school headteachers, and 1217 students via the LIBRUS Portal. The results indicate that it is necessary to exploit the potential of distance learning; to intensify actions to support teachers and students; to provide training for teachers; to organise online methodological workshops; and in the area of digital competence, to provide facilities with technical equipment [13].

An important aspect of distance education pertaining to students’ mental health [14] as perceived by teachers and parents was addressed in a quantitative and qualitative study by experts (psychiatrists, psychologists, psychotherapists, and crisis intervention specialists working with children and adolescents) of Fundacja Szkoła z Klasą on 1535 respondents. It is worth noting that the study was carried out within the framework of the Rozmawiaj z Klasą project, which is financed as part of the “Fundusz pomocowy dla organizacji pozarządowych oraz inicjatyw obywatelskich 2020” (Assistance Fund for Non-Governmental Organisations and Civic Initiatives 2020) Programme created by the Polish-American Freedom Foundation and implemented by Fundacja Edukacja dla Demokracji.

The study attempted to answer a number of questions, including how the school responds when male and female students are in crisis, and whether teachers have been provided with adequate knowledge and support to recognise crises in a timely manner and, most importantly, to develop the ability to respond appropriately in difficult situations [15]. Governmental and private sector support for education is also important, as evidenced by research in South Africa [16]. A challenge for Kosovo, for example, is access to the Internet and devices in rural areas and socioemotional support for teachers. The Dutch government has introduced measures to provide laptops and Wi-Fi access for families without access to digital technologies [17].

After suspending all classes in schools, the Ministry of Education and Academic Research in Romania encouraged the continuation of education with resources dedicated for multiple disciplines and classes available in an online environment [18]. The COVID-19 situation forced the teaching community to reorganise their work so as to make it interactive online, becoming a catalyst for positive upgrades. In Bulgaria, before the pandemic, only 31.4% of universities had promoted distance learning, and in a very short time, all of them underwent a transformation using innovative digital technologies [19].

Practical examples of methods for supporting students in a crisis situation in which teachers can avail themselves have been presented according to a key impact strategy as informative, educational, and alternative activities [20]. Teachers face the challenge of catering to all students, including those who have special educational needs. In spite of inherent barriers, teachers are responsible for selecting and adapting appropriate solutions tailored to students’ needs [21].

Remote learning, according to Polish experts, requires not only universal and equal access to tools and an adequate level of digital competence but also a different methodology of working with students, as teachers often lack psychological preparation in terms of social competence [22].

An interesting comment has been made by experts with reference to findings of the report titled “Nauczanie zdalne w Polsce” (Distance learning in Poland), as it has confirmed the success of teachers in remote education. However, parents were of the opinion that the process of remote learning required their full commitment, and the problem for students was a lack of relationships with their peers as well as being overloaded with material [23]. Research shows that parents, 67.0% of whom are in gainful employment, find it very challenging to help their children with studying as, in many cases, they are overburdened with work-related responsibilities [24]. Giving parents an opportunity to voice their opinions about the implementation of the remote learning process means including them in the process of education optimisation, as it is their opinion that will inform the evaluation of how well remote education works and which areas require improvement [25].

Centrum Polityk Publicznych conducted a survey among 1525 respondents comprising a total of 43 school headteachers, 316 teachers, 672 students, and 494 parents. The survey showed that teachers were using traditional methods such as lectures, giving tasks for students to complete, and using presentations. Unfortunately, the teachers were less inclined to use modern active teaching methods. In this case, the students declared that they would like the teachers to use predominantly engaging methods, which are, in their opinion, more effective and efficient [26]. This was confirmed by a study conducted in Portugal [27]. One study in Poland found support for distance learning using a hybrid model where classes in this form could be taught once/twice a week or for one week every two months. It is also important to standardise the tools and platforms across the country and to provide equipment for teachers and devices for those students who do not have them as well as training and support from methodologists [28].

Public television and the Polish government’s website have made a range of teaching materials available to teachers to enhance their lessons in several categories including primary sources (e.g., e-books and required reading materials), educational platforms, digital libraries, audio–visual resources, humanities, natural sciences, and exact sciences [29].

Parents have been provided with a Guide for Parents on the government website, describing, inter alia, the spectrum of dangers on the Internet, including logical thinking patterns used in game development [30].

As a model of distance learning is still under development in Poland, a Guide for Headteachers has been published on the government website for headteachers of educational institutions as an element of support in the implementation of the new tasks [31].

In a study conducted by the Adam Mickiewicz University in Poznań, the best perception of distance learning as a whole was reported by teachers with the shortest work experience, working in charter and private schools and in mainstream schools [32].

It is important to design remote learning systems in such a manner that the achievement of goals is measured appropriately while ensuring fairness, ethics, and equity, as confirmed by research in Israel [33]. A Spanish study confirmed that the utilisation of online repositories and interactive videos results in increased student engagement and encourages active learning [34]. Socially sustainable e-learning requires a focus on both learners and the organisation and on improving teachers’ motivational potential [35].

Regardless of the method of teaching classes, motivating students yields similar results, as shown in a study involving nursing students [36]. The situation of e-learning implementation in higher education in Poland is completely different, as only some universities employ a complementary model of education, which is a combination of the traditional model of education and remote education. To explore the research topic concerning potential for use and determinants of remote learning tools in education of students, an independent study was conducted at the University of Science and Technology in the period of 6–15 May 2020 during the pandemic caused by the SARS-CoV-2 coronavirus. A total of 1088 students participated in the study, including 51.7% females and 48.3% males, accounting for 19.3% of the total number of students. In addition, 30.8% of the research and teaching staff participated in the study. The problem areas identified indicated the necessity of creating comprehensive governmental programmes to eliminate the barriers diagnosed to the greatest extent possible [37]. A broader scope of e-learning issues in public higher education institutions was addressed, inter alia, in A. Pleśniarska’s research, which indicated the need to develop a model for aligning higher education with the demands of a knowledge-based economy with the use of distance learning [38]. Polish universities implement e-learning platforms to support traditional teaching, with the Moodle platform being the most widely used as a tool to support the blended learning method. This is associated with the development of information technologies and the implementation of educational platforms, and the lack of comprehensive research on the actual status of academic e-learning usage on a nationwide level [39]. The epidemiological situation in the country has shown that a majority of Polish universities are currently in possession of IT resources necessary for remote teaching, and some even offer ready-made solutions in the form of e-learning courses. J. Jakieła and J. Wójcik analysed and criticised the literature on e-learning systems’ security policies, which at the moment are becoming a very relevant topic that requires further action. The authors formulated a desired pattern of behaviour for higher education institutions in the security and user privacy of these systems [40]. By way of supplement, it should be emphasised that remote work during the pandemic, i.e., under typical crisis conditions, entails an excessive workload and requires the acquisition of new competences, which may cause excessive strain and affect relationship building or organisational change management [41].

It is presumed that one of the areas that is most heavily affected by COVID-19 is education systems. Globally, approximately 215 countries had to close schools to stop the rapid spread of COVID-19 [42]. During the COVID-19 pandemic, educational establishments have been closed worldwide, affecting more than 60.0% of students and causing immense problems in the education system.

It appears that e-learning as a form of educational process has become significant worldwide, even in the pre-pandemic period. In the near future, it will have to be considered as part of mainstream education. In this regard, in the education system in sub-Saharan African countries, for example, it was the COVID-19 pandemic that led to the identification of a number of problem areas. This situation will form the basis for a target model of e-learning as a guarantee for societal development [43].

During the period of the pandemic, a variety of software products have been used in the remote learning process, including Zoom, Skype, WhatsApp, Blackboard Collaborate, among others, and radio and television as well [44,45,46,47]. A study conducted at Universidad del Valle de México confirmed teachers’ ability to assimilate quickly in the Ms Teams environment [48]. Satisfaction with a range of digital communication tools used for e-learning was demonstrated in a study conducted among students in St. Petersburg in 2020 [49].

Positive aspects of preparation for distance education have been recognised in Romania, as benefits have accrued from prior teacher training, repositories of educational resources, and open education activities that were launched as part of earlier projects [50].

On 29 March 2021, UNESCO held an online event important from the viewpoint of education titled “One year into COVID: prioritising education recovery to avoid a generational catastrophe”. The topics discussed focused i.a. on teacher support and digital transformation, pointing to the need for innovative education systems for the 21st century [3].

Perhaps in the future, the revolution in education should be based on a level of technology where, as an innovation, teachers would act as superintendents of virtual learning environments. Children themselves could regulate their own learning and acquire new skills using video tutorials and teacher guidance [51]. The implementation and dissemination of e-learning education through the Moodle platform and the use of additional video conferencing e-learning tools could also be beneficial [52].

Numerous countries’ experiences with distance learning during the COVID-19 pandemic to date suggest that this form of learning will become an important part of educational systems at all levels of education in the near future. What is interesting and effective in remote learning is the use of mobile tools such as MOOCs. The experience of one university in the Ukraine, for example, confirms increased satisfaction, involvement, and motivation of students in English language learning [53]. Of note is the use of commonly available open online educational courses, MOOCs (an acronym for Massive Open Online Courses), during the pandemic. MOOCs rely on active and interactive teaching through the use of multimedia animations, self-study materials, interactive exercises, group tasks, tests, quizzes, etc. Popularisation of the MOOC educational tool will facilitate the use of interactive courses created by many universities around the world.

Similar problems concerning the accessibility of digital content and the Internet have been identified in Spain [54].

3. Materials and Methods

The present study is the first and only comprehensive regional study in Poland encompassing teachers of all primary and secondary schools in 1 of 16 regions of Poland, the Kuyavia-Pomerania Province. The main objective of the study was to identify factors that influence the teaching process carried out remotely and to examine the potential of this form of education and its use for improving the quality and attractiveness of the education offered in schools and educational institutions in the Kuyavia-Pomerania Province. The specific objectives of the present study included the following: (1) identifying the factors influencing the teaching process carried out remotely, (2) investigating the potential of remote learning, and (3) determining the possibilities for using remote learning to improve the quality and attractiveness of classes.

This article presents select aspects of the study conducted, which i.a. include answers to the following research questions: what were the workspace and technical conditions and the manner in which the teachers taught remote classes; what forms of distance learning were used by the teachers; what is the teachers’ impression of the general idea of remote teaching, with an attempt to indicate and evaluate potential determinants of teaching remote classes? In addition, it was essential to obtain the teachers’ opinions on conditions of distance education of students.

The research instrument consisted of a survey questionnaire, which in the first stage of the research process was submitted for consultation to experts of the Superintendent of Schools’ Office in Bydgoszcz and the teachers. After conducting a pilot study among the teachers, the survey questionnaire proper was developed; it covered the following themes: (1) workspace and technical conditions of the remote classes taught, (2) potential determinants of distance learning, and (3) potential possibilities for the use of remote learning.

The study questionnaire included open-ended, semi-open, closed-ended, and semi-closed questions. Questions with an ordinal bipolar rating scale were the most common.

The method of data collection from primary sources was an online survey. The survey was conducted electronically using tools provided by Google. The link to the survey questionnaire was made available via the Information Panel of the Superintendent of Schools’ Office (PIKO) to 32,155 teachers in total in the Kuyavia-Pomerania Province.

As the survey covered the entire studied population of teachers, it was not necessary to select a sample from this population. This ensured that the study was exhaustive in nature, as it included the entire population under study, preventing sampling errors such as a lack of full representativeness or random errors.

To evaluate the data, the following methods were used: count tables, which allowed for data exploration and, in particular, the evaluation of how each category is distributed in the analysed data range; the graphical method—a cross-sectional analysis—which provided the opportunity to discover expected and unexpected effects in the data set; and an individual correlation analysis, which allowed for a preliminary evaluation of the data. The publication presents the correlations between the technical conditions of classes and specific forms and levels of education.

An important stage in the summary of the first stage of the scientific research conducted jointly with the Kuyavia-Pomerania Superintendent of Schools in Bydgoszcz was organisation of the first national scientific e-conference titled “Uwarunkowania, potencjał i perspektywy wykorzystania zdalnego nauczania w systemie nowoczesnej edukacji” (Conditions, potential, and prospects of using distance learning in a modern education system). The conference was addressed to the scientific community, teachers and headteachers of public schools of all types, school superintendents and inspectors in Poland, local government units, as well as all those who were interested in the process of remote education. This first e-conference was held under the auspices of the Minister of Education and Science and the Marshall of the Kuyavia-Pomerania Province, which significantly raised its status while emphasising that the topic, its importance, relevance, as well as the scale of the research and its usefulness are crucial in shaping national educational policy. On account of the fact that the e-conference was a presentation of scientific achievements of great importance and nationwide scale, it was broadcasted live on YouTube on 10 March 2021 from 3.00 p.m. to 5.00 p.m. CET. The conference was attended by 1250 people, and to date, the event has been viewed by more than 4300 people (https://www.youtube.com/watch?v=AxKABIaCQ90) (accessed on 20 July 2021). The research conclusions and recommendations were forwarded to the Ministry of Education and Science and to the authorities of the Kuyavia-Pomerania region.

4. Results

The subject of the study was the group of all teachers employed in schools and educational institutions, including primary, secondary, post-secondary, vocational, and technical schools as well as special schools of all kinds, encompassing 32,155 teachers in total.

The research was conducted among all primary and secondary schools as well as all teachers from the entire Kuyavia-Pomerania Voivodeship. The study of the entire population allowed for the elimination of possible errors in the selection of a random sample, and the level of reciprocity of the study obtained allows for correct statistical inference and drawing conclusions. About 30.0% of the entire study population, or exactly 9070 teachers, took part in the study directly. Of that, the most numerous group (3416 respondents—37.66%) was the 41–50-year-old teachers, while the second most numerous group (2845–31.37%) was 51–60-year-old teachers. Nearly every fourth teacher was aged 31–40 (28.84%). It could therefore be established that, in all schools and educational institutions, 41–60-year-old teachers are the most prevalent group, comprising about 70% of all teachers (Table 1).

In terms of the place of employment, the study showed that 3153 (34.76%) of respondents are employed in schools and institutions in the rural areas (Figure 2), with 2907 (45.07%) respondents working in elementary schools.

In towns with up to 50,000 residents, the most numerous respondent groups were vocational school teachers (107 people—41.63%), secondary school teachers (267 people—34.05%), and technical schools (477 people—40.46%) (Table 2).

The participants were asked about the number of subjects they currently teach remotely. It was found that 5224 teachers (57.60%) teach three or more subjects, that 3106 (34.24%) teach one subject, and that 740 (8.16%) teach two subjects. Breaking the data down by school type, most teachers teach three subjects in secondary schools (over 70.0%), primary schools (56.73%), and technical and vocational schools (about 52.0%). Fewer teachers teach only a single subject, but of those who do, most are employed in post-secondary schools (51.85%).

More than 80% of the teachers have always used their own technical devices, and the devices primarily used by the teachers in distance teaching were laptops for more than 90% of teachers and smartphones for more than 75.0% of teachers. Moreover, in open-ended questions, the teachers wrote positively about the government programme offering a subsidy of PLN 500 for the purchase of computer equipment and accessories, including smartphones and software, or for covering Internet fees.

It is worth noting that, as early as in 2018, a study titled “SMARTFON jako osobiste narzędzie edukacyjne ucznia” (SMARTPHONE as a personal educational tool of the student) was produced, indicating that, based on a 2017 study by UKE, for the vast majority of Polish children and youth between the ages of 7 and 14 (83.6%), it is their smartphone that functions as the main tool for personal contact and communication in relationships as well as for accessing Internet platforms and applications. Still, no thorough study has been conducted yet on the influence of smartphones on the effectiveness of education, and the current programme of remote teaching clearly demonstrated that smartphones became an educational tool for both the students and the teachers alike.

The previously indicated advantages of smartphones, such as mobility, practicality (access to free applications), multifunctionality, availability, or convenience of use have also proven themselves to be true. Only over 10.0% of the teachers indicated the use of school-provided technical equipment. Every third teacher or every second teacher in the case of vocational schools utilised school-provided classrooms at least once.

It should be noted that the assessments of both the stability and the speed of Internet connections do not show significant variations in the relation to localisation of the school or institution, and both have been rated by the teachers as relatively poor. When considering school location, the average rating of the connection stability was 3.35 on a scale from 1 to 5 (Figure 3), while the average rating for its speed was 3.42. (Figure 4).

As indicated by the teachers, the characteristics of Internet connections posed the biggest issue in teaching remote classes. Teachers living in smaller towns and villages were more likely to point out problems with their Internet connection, describing it as unstable and therefore causing interruptions in the lessons and necessitating reconnections. Among the most frequently reported technical issues were difficulties connecting to the Internet; problems with hardware, software, and sound and image transmission; links not opening; and having to share a computer between family members. The provision of a quick and stable Internet connection still poses an issue in many rural areas, one that neither the municipalities nor telecommunication companies can resolve quickly.

This study also intended to determine whether the digital and methodological competencies of the teachers are high enough to allow them to conduct classes, as it is crucial in this case that, from the very beginning of remote teaching, there are no issues with operating computers, office applications, or e-mail services. The vast majority of teachers assessed their ability to operate hardware and software as good (46%) or very good (29%). For teachers aged 41–50, this assessment (4.0) was at the level of the general average (4.02), and for teachers aged 51–60, it was slightly below average (3.84). The joint assessment of workspace and technical conditions for remote teaching and evaluation of technical devices (computers, laptops, tablets, and smartphones) showed that there are discrepancies in the ratings of workspace and technical conditions, and the highest rating was given to workspace conditions (4.0) while the lowest was given to Internet connection speed (3.42) (Figure 5).

There was no variation observed in the ratings of technical devices, regardless of the type of school.

The identification of applications for remote work suggests that the Polish market offers many IT solutions, with both commercial and free platforms. It has been found, however, that what matters is the functionality of the platform as well as resources, management, and communication.

This study confirmed the lack of systemic solutions with regard to the tools utilised. It has been determined that teachers used various applications for working remotely, with almost 37.08% often or very often utilising MS Teams, 24.39% working with Google Classroom, and 15.31% opting for Zoom meetings. In the vast majority of cases communication occurred via E-Dziennik for 77.76% of teachers, Facebook and Messenger for 49.26%, and other instant messenger applications for 33.44% (Figure 6).

The teachers employed various teaching methods. The study shows that the most popular form of teaching utilised E-Dziennik (70.93% of teachers), followed by multimedia presentations (52.03% of teachers), whereas tests and quizzes have been used by 46.37% of teachers. Teamwork in distance learning was utilised by less than 20% of the teachers, despite it being so important in secondary, vocational, and technical schools (Figure 7).

It is worth noting that synchronous learning, in which the teacher and the student work simultaneously, was never utilised by 32.0% of the teachers, while asynchronous learning, where videos, homework, or shared materials may be used as supplements, was never properly applied by 59.01% of the respondents. It should also be pointed out that about 30.0% of the teachers did not utilise the available electronic publications and platforms (Figure 8).

A detailed analysis of the problem indicates that, in the open-ended questions, the teachers expressed wishes to separate their private and professional lives, which is not possible in the current education system. It would therefore be preferable to standardise communication with teachers via an e-mail server on a .edu domain, similar to how it is with higher education.

Before the implementation of e-learning became common, 74.71% of the teachers assessed their preparedness as being low. As of now, 74.07% rate their preparedness as being high and very high. Therefore, about 50.0% of teachers have improved their skills.

When assessing preparedness for remote work, the matter of age should not be ignored. Thus, it has been noted that there are significant discrepancies in preparedness for e-learning among various age groups. It must also be said that there was a noticeable increase in preparedness throughout all age groups: 61 and above—increase by 40.0%; 51–60-year-olds—increase by 46.51%; 41–50-year-olds—increase by 52.52%; 31–40-year-olds—increase by 47.63%; and <30-year-olds—increase by 43.37%.

The evaluation of potential determinants of remote teaching began with analysing the answers that the teachers provided to the question of whether remote teaching with the use of e-learning platforms presents a viable alternative to traditional teaching methods. Research results regarding the above issue indicated that 3844 teachers (42.4%) are of the opinion that remote teaching is a good alternative to traditionally conducted classes. The opposite was claimed by a similarly sized group—3366 respondents (37.1%). Almost one in five respondents was unable to answer this question conclusively. It is worth mentioning that, for nearly 2.0% of the respondents, the form of teaching is irrelevant. The assessment of remote teaching as an alternative to traditional education was dependent on, inter alia, the quality of technical conditions. Among the respondents who declared that they have a good or very good Internet connection, nearly half (49.7%) thought that e-learning is a good alternative to traditional teaching methods.

To elaborate on what was said earlier about the teachers having different opinions on accepting or not accepting remote learning as a viable alternative to traditional classes, one should refer to the survey results in the context of the respondents’ age. As the age of the respondents increases, so does their acceptance of and trust for e-learning. (Figure 9).

Similarly, older respondents are less likely to be hesitant to utilise this form of education. It is surprising to see that the group of the youngest teachers (below 30 years old), who use modern technology and social communication channels on a daily basis, show the lowest level of acceptance for remote instruction as the substitute for traditional teaching methods.

Breaking the data down by school type and the level of education provided (primary or secondary), of note is how they influence the teachers’ opinions on the viability of e-learning. The highest level of acceptance was shown by respondents teaching in post-secondary schools (50.0%) and secondary schools of general education (46.3%). The unique nature of classes conducted in the vocational and special schools renders online learning more difficult to execute.

Regardless of the type of school, the proportion of respondents who were unable to conclusively answer the above question is relatively high and oscillates between 14.8% in post-secondary schools and 24.6% in special schools of all kinds (Figure 10).

Further analysis indicates that another factor influencing the teachers’ opinions on remote learning is the location of their schools. A technical infrastructure is better and more widely available in areas with the highest degree of urbanisation, which influences the comfort of working remotely (faster and more stable Internet connection) for both the teachers and the students. This influence is particularly visible in the biggest cities of the Province-Bydgoszcz and Toruń. Teachers from schools in rural areas and towns up to 50,000 residents do not see e-learning platforms as an alternative to traditional classes. (Figure 11).

A comparison of several factors influencing the teachers’ perception of remote teaching as an alternative to traditional classes provides interesting results and reveals disproportions in the respondents’ opinions. Teachers working in the biggest cities, in secondary schools of general education, and within the age range 51–60 form a group that has a very positive attitude towards remote teaching, with as much as 57.3% respondents considering e-learning to be a viable alternative to traditional classes. On the other hand, there is a group of teachers who are 31–40 years old, teach in technical schools, and in rural areas in which only 22.8% of respondents support teaching over the Internet (Figure 12).

The respondents’ opinion on remote learning as an alternative to traditionally conducted classes is directly related to their perception of the possibility of utilising remote learning in the future. Among the supporters of this form of education, as many as 88.5% of respondents consider it to be either a good (52.4%) or a very good (36.1%) alternative (Figure 13).

It is interesting that, in the case of the opposing group, only 23.9% of the respondents share this opinion, answering yes or definitely yes (Figure 14).

The general evaluation of the remote learning concept indicates that there are some possibilities for utilisation of this teaching method; however, there are still a lot of reservations among the respondents. On a scale from 1 to 5, the respondents rated separate characteristics at 3.11 to 3.61. The highest rated characteristic of e-learning was its ease and convenience of access (for students with disabilities or who have health concerns, rendering them unable to attend school). The lowest rating was given for the possibility to diversify previously utilised teaching methods (3.11) (Figure 15).

Further examination of the results focuses on analysing the general distance learning concept with respect to the evaluation of particular areas as well as to the types of schools and education levels that they offer (primary and secondary). There is therefore no doubt that the greatest advantage offered by this method of education is, in the opinion of the teachers, the fact that it provides students with disabilities or who have health concerns, rendering them unable to attend school, with education.

One factor influencing the assessment of particular uses of remote learning in support of traditional methods of education is the respondents’ age. The oldest group of teachers was the most optimistic about the possibilities that e-learning offers, with the exception of the possibility to diversify the classic teaching methods—here, the most supportive group turned out to be the teachers under 30 years old.

The results of the study allowed for the determination of factors that positively affect the opinions on remote learning. The ability to share educational materials with the students on the platform (67.0%), the ability to utilise additional teaching aids (57.0%), and the ability to work from home (50.3%) were the three biggest potential positive determinants for teaching students remotely. It comes as a surprise that the respondents did not consequently evaluate these areas as positively in the general assessment of the possibilities for utilisation of e-learning in the future.

The definitely negative determinants of this method of education are time spent in front of the computer (83.4%) and related health issues (75.8%). The respondents also pointed out the lack of direct supervision over their students (54.4%) and the necessity of possessing the technical devices required (63.3%) (Figure 16).

This study gathered opinions on the conditions of education for students learning remotely, with an indication of positive and negative aspects in the following areas: communication with the students, their attention span, their self-sufficiency in learning, effectiveness of knowledge acquisition, teamwork, and student grading.

The biggest and possibly the only advantage of e-learning in the opinion of 43.1% of the respondents is the improved communication with the students—it is quicker and easier. Other areas such as student grading (49.7%), teamwork (55.6%), effectiveness of knowledge acquisition (49.5%), self-sufficiency in learning (56.3%), and attention span of the students (55.2%) were assessed by the respondents negatively (Figure 17).

It should be considered that e-learning definitely prepares children and youth for the mode of work that will prevail in the future, especially when they start entering the job market and since using information technology or speaking foreign languages will become an essential and indispensable skill.

5. Discussion

In the literature, there are a number of scientific studies, conducted by many researchers from different countries, which focus on the discussion of education; determinants of the process of remote learning; online learning; the preparation for remote learning; different forms of providing educational services; ICT transformation processes in educational systems; digital teaching and learning, including demands, resources, and practices; research on the use of e-learning tools in the educational process; and methods of educating students in remote or hybrid form, which have been used sporadically until now before the COVID-19 pandemic condition. This section presents some of the research results in this area. It should be emphasised that the results of the research are part of the global discussion on the conditions and effects of distance learning during the COVID-19 pandemic.

Li and Lalani [55] pointed out how the COVID-19 pandemic has changed education forever. The main conclusions of their research are as follows:

• the unplanned and rapid move to online learning—with no training, insufficient bandwidth, and little preparation—will result in a poor user experience that is unconducive to sustained growth, and a new hybrid model of education will emerge, with significant benefits, some students without reliable Internet access, and/or technology struggle to participate in digital learning.

In the study by Zalat et al. [56] conducted among students of medical universities, it was suggested, inter alia, that the majority of the participants agreed (32.1%) and strongly agreed (56.1%) that the technological skills to provide online courses increase the educational value of the experience of the faculty staff members. Their findings also identified the highest barriers to e-learning: insufficient/ unstable Internet connectivity (40.0%), inadequate computer labs (36.0%), lack of computers/ laptops (32.0%), and technical problems (32.0%).

Similar findings can be found in the research that König et al. [57] conducted among German teachers. The COVID-19 situation requires not only knowledge and skills but also confidence regarding success in online teaching. Regarding affective-motivational aspects, we therefore focus on teachers’ self-efficacy as one of the most important constructs in teacher competence. In the conducted research, teachers also indicated difficulties in assessing students in remote education. In the conclusion of the research carried out in Germany, we read that: “Distance learning of any nature cannot therefore be regarded as an adequate measure to deal with the pandemic situation in a serious way, particularly in the event of further lockdown measures or prolonged partial school closure. Rather, schools should develop their concepts towards blended learning, that is, a strategic combination of presence at school and structured approaches to student learning at home” ([57], p. 618–619). In the conducted research, a negative factor influencing distance learning is social exclusion and the lack of development of social competences among students by teachers. It should be emphasised that a school is not only a place of education but also a place where students develop their soft skills, including social skills [57].

Hubel and Helt [46], on the other hand, conducted a survey among different participants (i.e., parents, students, school staff, school leaderships, and school support systems) to assess the current situation in schools in Germany, Austria, and Switzerland during the first weeks of school closures due to COVID-19. The results of their multi-group analysis allowed them to assess how digital learning through COVID-19 worked for various groups and countries. According to the results of the study, “significantly fewer resources and technical capacities are available for digital teaching in Germany than in Austria and Switzerland” ([46], p. 250). In Switzerland, significantly more online platforms are used to provide or control tasks. Further analyses showed that “compared with staff from Austria and Switzerland, school staff from Germany consider themselves to be significantly less competent in digital forms of teaching and learning” ([46], p. 252).

Bucea-Manea-Țoniș et al. [58] conducted a study among students in different fields of study taking a course in English at Spiru Haret University in Bucharest. According to the students, the most important element in distance education is to have an independent learning habit and the ability to organise one’s time, and the e-learning system is considered to be a method useful in improving one’s professional culture and experience as well as living standard.

Meanwhile, Rapanta et al. [59] interviewed experts working in Switzerland, Australia, Spain, and Canada, with the aim of helping university teachers who have little experience with online learning to navigate e-learning in these challenging times caused by COVID-19. The interviews provided useful insights that indicate that effective online learning must be student-oriented and social, as we learn from others, and must involve the exclusion of loneliness. The authors emphasised that “Universities, now more than ever, should invest in teacher professional development of their faculty, for them to be updated on effective pedagogical methods with or without the use of online technologies” ([59], p. 942).

The research conducted by Bešter and Pirc [60] among Roma students and families in Slovenia has highlighted a number of difficulties in distance learning, such as access to information and communications technologies and the ability to use them as well as difficulties in establishing contacts between teachers and parents.

In Saudi Arabia, e-learning success factors were identified during the COVID-19 pandemic. Based on the data acquired from interviews with e-learning managers in educational institutions, Alqahtani and Rajkhan [61] showed that significant impact factors included management support, that student awareness increased with regard to the use of e-learning systems, and that high-level information technologies are required of instructors and students. Among five learning systems, blended learning was found to be the most suitable system in the learning process.

In contrast, a study conducted by Zorčič [62] in Carinthia, Austria, among minorities where the language of instruction was Slovenian, focused on the manner in which teachers worked and communicated with their students and tried to assess the impact of online classes on the quality of language teaching. In view of the possible closure of schools, the period of remote learning revealed both advantages and disadvantages of the rapidly introduced remote teaching method. The results indicated that “During the first wave of the pandemic, just above a quarter of teachers used audio-video technology in their lessons, mainly teachers with a shorter length of service, is also related to the fact that teachers indicate better technical equipment as a necessary change for better teaching” ([62], p. 248–249). It might lay the foundation for the introduction of open and flexible educational systems, especially in the case of schools in border areas. To summarise, since the beginning of the COVID 19 pandemic, a number of research studies have been conducted in many countries among all those involved in remote learning, whether they are students, teachers, directors, school staff, school leadership, or parents. In the studies reviewed, researchers assessed how the digital learning via COVID-19 worked for different groups, countries, types of institution, and the level of education. The empirical results are also different due to the statistical methods used.

6. Conclusions

The research results obtained within the conducted research allowed us to achieve the set goals in terms of identifying the factors influencing the process of remote learning, of assessing its potential, and of determining the possibility of using the remote learning to increase the quality and attractiveness of systemic education.

The study has confirmed that there is a correlation between the technical conditions of teaching with the form and level of education. The key parameter for this teaching method is the stability and speed of Internet connection, which translates into improved comfort and broadened possibilities of teaching. According to 42.4% of the teachers asked, remote learning is a good alternative to traditional classroom teaching. Remote teaching depends, among other things, on the quality of technical parameters, including a good or very good Internet connection (49.7%). In the evaluation of the idea of e-learning on a scale from 1 to 5, easy and convenient access to classes was rated highest by teachers (especially among students with disabilities and those who are absent due to health problems). On the other hand, the possibility to diversify existing teaching activities was rated lowest.

The biggest advantages of e-learning, as indicated by the respondents, were conveniently sharing educational materials with students on the platform (67.0%), utilising additional teaching aids (57.0%), and the possibility of working from home (50.3%).

The most important factors that negatively determine the process of e-learning are the lack of devices for students (67.6%) and teachers (54.9%), and poor Internet connections (64.5%). Long times spent in front of the computer (83.4%) and the related health issues (75.8%) were highlighted as the greatest drawbacks of this teaching method. Other negative determinants of this form of education are the lack of direct supervision of the student (54.4%) and the necessity of appropriate technical equipment (63.3%).

The results indicated that, as the age of the respondents increases, acceptance and trust in remote learning activities increases while the fear of using this form of student learning decreases. It was noticed that the group of teachers under 30 years old was less accepting of remote learning as an alternative to traditionally taught classes. However, it should be pointed out that the level of acceptance depends on the type of institution, the level of education (primary and secondary), and the school location. The highest level of teachers’ acceptance of remote education was indicated by teachers teaching in post-secondary schools (50.0%) and secondary schools (46.3%). It was shown that schools located in rural areas (37.6%) and cities up to 50,000 residents (36.2%) do not accept distance learning platforms as an alternative to traditional classes. Remote learning becomes a teaching challenge, and teachers find it more difficult to assess students and to organise teamwork. In the opinion of 43.1% of the respondents, the only advantage of the remote learning conditions is the possibility to communicate with the student faster and easier. Other elements of assessment such as student assessment (49.7%), teamwork (55.6%), learning effectiveness (49.5%), self-directed learning (56.3%), and student attention (55.2%) were rated negatively.

This study allowed us to fill the research gap in terms of assessing the possibility of using remote learning in the future and of assessing the usefulness of this form of education both in the context of the type of classes and in individual schools and subjects. The authors are aware that the study was conducted during a pandemic, with a number of restrictions on the society’s everyday life being in effect, which may have influenced the opinions of the respondents. The study results have confirmed the assumptions about how the key advantages of e-learning can improve the accessibility and quality of education in the future. The vast diversity of the teaching tools utilised—platforms, programs, and forms of education—indicates that the teaching staff are highly creative. On the other hand, as mentioned at the conference during which the results of this research were presented, it confirms the necessity to develop standardised, digital textbooks, and tools for e-learning, similar to in the case of the traditional education system for children and adolescents.

This study lays the foundation for designing systemic, nationwide solutions, and thus, the authors are planning to continue their research in the context of a comparative analysis of different regions and to analyse this process in the context of the entire country. This is ensured by the active cooperation of the research team with self-governmental and central governmental institutions responsible for education. The present study forms a part of a global line of research in the field of education and in the implementation of innovative tools and forms of education provision [63,64,65,66]. The results of this research may prove to be the perfect material for comparisons not only on the national level but also on the international level in particular.

Author Contributions

Conceptualisation, M.Z., M.M.-K., P.M., A.K. and J.M.; methodology, M.Z., M.M.-K. and P.M.; formal analysis, M.Z., M.M.-K., P.M., A.K. and J.M.; resources, M.Z., M.M.-K., P.M., A.K. and J.M.; data curation, M.Z., M.M.-K. and P.M.; writing—original draft preparation, M.Z., M.M.-K., P.M., A.K. and J.M.; writing—review and editing, M.Z., M.M.-K. and P.M.; visualisation, M.Z., M.M.-K., P.M., A.K. and J.M.; supervision, M.Z., M.M.-K. and P.M.; All authors have read and agreed to the published version of the manuscript.

Funding

This research received no external funding.

Institutional Review Board Statement

Not applicable.

Informed Consent Statement

Not applicable.

Data Availability Statement

The data presented in this study are available from the authors upon request.

Conflicts of Interest

The authors declare no conflict of interest.

Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Figures and Tables

Figure 1. World Bank Education COVID-19 school closures map (source: The World Bank: World Bank Education and COVID-19 [4]).

Figure 2. Place of employment of the respondents (source: own work based on conducted research).

Figure 3. Connection stability evaluation (source: own work based on conducted research).

Figure 4. Connection speed evaluation (source: own work based on conducted research).

Figure 5. Average rating of workspace and technical conditions for remote teaching (source: own work based on conducted research).

Figure 6. Software used most frequently to conduct remote classes (source: own work based on conducted research).

Figure 7. Methods used most frequently for remote teaching (source: own work based on conducted research).

Figure 8. Methods not used for remote teaching (source: own work based on conducted research).

Figure 9. Opinions of teachers on using e-learning platforms as an alternative to traditional classes (source: own work based on conducted research).

Figure 10. Opinions of teachers on using e-learning platforms as an alternative to traditional classes, by school type (source: own work based on conducted research).

Figure 11. Opinions of teachers on using e-learning platforms as an alternative to traditional classes, by school location (source: own work based on conducted research).

Figure 12. Opinions of teachers on using e-learning platforms as an alternative to traditional classes, exemplified for selected parameters (source: own work based on conducted research).

Figure 13. Breakdown of opinions of teachers supporting distance learning (source: own work based on conducted research).

Figure 14. Breakdown of opinions of teachers opposing distance learning (source: own work based on conducted research).

Figure 15. General evaluation of the e-learning concept (source: own work based on conducted research).

Figure 16. Assessment of potential factors determining the process of e-learning (source: own work based on conducted research).

Figure 17. Conditions of remote education for students as perceived by the teachers (source: own work based on conducted research).

Table 1

Respondents grouped by age and school type.

Breakdown	Groups
	<30 y.o.	31–40 y.o.	41–50 y.o.	51–60 y.o.	>61 y.o.
vocational school	1.17%	21.01%	38.13%	33.85%	5.84%
secondary school	2.42%	20.41%	45.54%	28.06%	3.57%
primary school	3.78%	25.60%	35.67%	33.21%	1.74%
post-secondary school	1.85%	14.81%	48.15%	27.78%	7.41%
special schools of all kinds	3.76%	26.88%	40.46%	26.59%	2.31%
technical school	3.65%	24.34%	41.90%	24.51%	5.60%
TOTAL	3.56%	24.84%	37.66%	31.37%	2.57%

Source: own work based on conducted research.

Table 2

Respondents grouped by their place of residence and school type.

Breakdown	Over 200,000 Residents	100,000–200,000 Residents	50,000–100,000 Residents	Up to 50,000 Residents	Rural Areas
vocational school	13.62%	14.79%	17.12%	41.63%	12.84%
secondary school	28.83%	17.86%	16.20%	34.06%	3.06%
primary school	16.29%	8.57%	9.09%	20.98%	45.07%
post-secondary school	7.41%	20.37%	46.30%	24.07%	1.85%
special schools of all kinds	30.35%	13.01%	25.43%	21.10%	10.12%
technical school	16.96%	13.91%	15.69%	40.46%	12.98%
TOTAL	17.87%	10.49%	11.63%	25.25%	34.76%

Source: own work based on conducted research.