E-Learning as a Development Tool

Abstract

In the modern world, there is a need to organize learning quickly and effectively. Due to the current economic climate, competition in the educational market, and demographic decline, there is an increasing interest in e-learning at all levels of education but especially in higher education. E-education provides the opportunity to attract students from abroad, those with disabilities, and those who cannot give up their professional work but want or should continue their education. This way of acquiring knowledge is of interest to various people who want to complete their higher education or gain a new profession. The article attempts to answer the following questions: which form of education is more attractive for students, stationary or remote; how do they assess the effects of both of these forms; which of them would they prefer in the event of further learning; and what suggestions do they make to improve distance learning? The article also contains a description of the project of changes undertaken by the State Vocational University in the Masovian Voivodeship (Poland) towards adapting to the requirements of digital reality. The aim of this article is to determine students’ preferences in terms of forms of studying and the university’s response to students’ needs in this area. It also discusses the specifics of the recent popularity of a new teaching model called connectivism. It presents what education based on this method is about and explains how it differs from previously functioning models such as behaviorism, cognitivism, and constructionism. The publication also contains a critique of connectivism and an attempt to indicate what risks and doubts arise from the dissemination of this type of education.

1. Introduction

The dynamic transformations taking place in our society, related to the development of technology and the ability to quickly transfer information, also entail changes in the educational area, and thus, there is also a need to adapt the education system to the new circumstances and requirements. Preparing an educational offer for contemporary adolescents and adults cannot ignore these changes. It requires not so much leading the student by the hand and passing ready knowledge, i.e., knowledge structured by the teacher, but above all, self-control strategies used in the learning process and developing responsibility for their own education and development. Education as a goal becomes the preparation of a person who will consciously, safely, and effectively acquire and construct their own knowledge through Life Long Learning and use it in the adaptation process to the dynamically changing reality, using both support from other people as well as available tools. One of the new tools that clearly “creeps” into modern education is e-learning, or, in short, an open, flexible, and diverse form of education in terms of its offer carried out on the Internet on platforms based on philosophy and network logic. E-learning raises a lot of social controversies, both in the teaching environment (at all levels of education) and among students. On the one hand, many things can be said about the advantages of this form of education on the Internet, and on the other hand, there are threats arising from the thoughtless introduction of this new form of learning [1]. Experts from Ernest & Young [2] argue that information technologies can help in acquiring, analyzing, and using knowledge in order to make faster and better decisions and are an excellent alternative to traditional learning, especially where the student cannot afford to give up work or because the form of e-learning is more convenient or simply cheaper for him. The article calls for a wider use of new technologies in order to disseminate the idea of sustainable development.

The author is of the opinion that e-learning, despite some disadvantages (isolation, lack of direct social contacts), is a powerful tool for human development and self-development, providing him with a real opportunity for lifelong education, updating knowledge, and acquiring knowledge in line with market needs, regardless of financial status and life situation. It provides education to those who have difficult access to full-time education.

E-learning does not have to be treated as an addition to teaching but as an independent form of education. The possibility of acquiring knowledge remotely can significantly reduce various forms of social inequality, reduce unemployment, and, consequently, reduce poverty. It fits very well into the idea of sustainable development, contributing to improving the quality of life.

The empirical results filled a gap in the existing literature and enriched our understanding of the benefits of distance education. The obtained results confirmed the belief that this form of education will be an equivalent form of teaching in the future.

The topic is socially important and adds value to education. E-learning creates equal opportunities for development and life for all people, both current and future generations, and shapes their attitudes.

Distance learning creates a new dimension of education. Thanks to easy access, it allows you to break down barriers, creates an original environment, and in addition, it is a great alternative for people who have difficulty accessing education or who finished the formal stage of education many years ago and, for various reasons, are afraid of traditional classes, often in a younger group. It should be added that distance learning also contributes to the democratization of education. It supports the lifelong learning process and, consequently, the process of adaptation to the external reality that is changing according to increasingly less clear rules.

The results of the research showed that for a significant part of students (54%) (Table 6), distance learning is a desirable solution for them when undertaking further education. This can be assessed as quite a great success of remote teaching, which was accepted by more than half of the respondents in a short time.

According to the author, the research results may contribute to deepening the research field of sciences in the field of pedeutology, didactics, teacher education, and higher education management.

The role of the teacher is changing. In this type of education, its role is not dominant. He is not only a transmitter of information but also a person from whom the student learns to function online. There is a significant change in students’ expectations towards the lecturer. Currently, he is supposed to be a partner and guide helping to achieve educational goals, rather than a master transmitting knowledge and taking responsibility for students’ progress. It should arouse and maintain their commitment, and, above all, support their motivation.

The pandemic has highlighted the need for a new teacher profile who knows how to work with technologies and at the same time, understands the consequences that integration with technologies will cause in teaching practices. Distance learning has its own specificity, which, in addition to technological competences, requires the teacher to be an expert in the learning process. The latter is not guaranteed by merely completing studies with a teaching specialization. What is needed is commitment, designing educational experiences, and an active attitude of searching for learning strategies that suit a given situation.

To the question “What would you improve in remote teaching?”, students’ responses indicate a deficit in teachers’ methodological and technical skills. Therefore, it is necessary to provide teachers with support and assistance from people specializing in technological solutions, as well as the help of methodologists appropriately prepared for this type of activities, and to organize workshops and courses to enable them to acquire or supplement the necessary qualifications. An example is the education process management model implemented by the State Vocational University.

The results of the conducted research stimulate reflection on the issues of compulsory teacher education in, at least, the basic scope of distance education, its specificity, and methodological activities. Therefore, systemic changes in academic education seem necessary, which would allow for the consolidation of the scientific identity of distance education and its further development. There is still a lack of specialists, methodologists, and training for academic teachers.

National and international conferences and seminars organized periodically, bringing together theoreticians and practitioners from various research and teaching centers in Poland and around the world, would be helpful.

The research results suggest a clear need for the transformation of higher education in the area not only of didactics of education but also of scientific research on distance learning, its quality, and, consequently, effectiveness. The most important postulates arising from them include promoting distance learning and providing an increasingly richer educational offer and providing support in this area through mass online courses and open educational resources distributed on the Internet.

It would be necessary to create units responsible for teaching excellence at the university or to transform the structures already existing at the university working for teaching excellence (similarly to the example of the State Vocational University).

The data collected through research can be used for further discussions on this topic as well as for scientific articles which are intended to motivate other researchers and readers towards intellectual confrontation and to inspire them to contribute to the development of knowledge in the area of distance education.

2. Review of the Literature

2.1. Definitions of Academic E-Learning

In Polish, e-learning (electronic learning) or distance learning is translated as e-education [3], distance learning [4], e-learning, or e-education, a learning technology that uses the ability to connect via the Internet, intranets, and extranets [5], or online learning using technology [6]. When larifying the definition of e-learning, it should be noted that we are dealing with e-learning when there is an interaction between the teacher and the learner in the form of feedback. The point is that [3] e-learning should not be equated, as J. Woźniak writes [3], with a “tool for playing pre-prepared content”.

E-learning sources can be the Internet, networks, computers, Web-based learning, virtual classrooms, online tutorials, satellite TV, mobile telephony, audio and video, CD and DVD media, and other devices. The didactic process is carried out using computer systems called e-learning platforms. Moodle, or Open Source Course Management System (CMS), also known as Learning Management System (LMS) and Virtual Learning Environment (VLE), has become very popular among teachers around the world as a tool to create dynamic websites for their students. In order to function, it needs to be installed somewhere on a server, either on one of your own computers or at a web hosting company. Many institutions use it as a platform for full online courses and others for blended learning courses. It has many modules like forums, databases, chats, and tests (http://moodle.org/about/ accessed on 10 August 2023). Moodle is the most popular platform in Poland, and SAKAI is the most popular platform worldwide. Each system has many modules that can be configured depending on the needs of the teacher and student. These are tools for synchronous communication, which requires the presence of a teacher and a student (one-to-one model) or a teacher and students (one-to-many model) at a strictly defined time, thanks to which all people involved in teaching have direct contact with each other (education in the real world). Asynchronous communication is strictly individual learning as it does not require the presence of a teacher, although the student is under his or her supervision, but requires a lot of independence and self-discipline from the student, as he or she determines the time and pace of assimilating the material contained in the course. Additionally, he or she has the possibility of self-education and unlimited exploration of the topic of interest contained in the course, thanks to web search, and this additionally affects the acquisition of another skill by the student: a general understanding of network resources and the way they are organized. These tools are beneficial for group work and independent work, and they contain modules for processing and archiving texts and tests to check the acquired knowledge. To sum up, the e-learning platform is a working environment for teachers and students, enabling the distribution and management of e-courses (i.e., classes) and their users (academics and students) [7].

Many universities saw e-learning as a chance to conquer the newly emerging market and initiated extensive activities aimed at preparing the offer. Courses conducted in mixed formats seem to be particularly attractive for universities. The mixed form complements the traditional didactic formula with e-learning. Are we witnessing a revolution that will change the education system? The question arises as to what extent will the role of the teacher change? Hundreds or even thousands of people around the world use online learning. Traditional courses seem outdated and trivial, so e-learning is chosen, which can offer via the Internet, interactive classes, individual teaching, and learning without leaving home [8].

The interest in e-learning in higher education is growing, which is influenced by the current economic situation, competition in the educational market, and demographic decline. E-education gives opportunities to attract students from abroad, students with disabilities, those who cannot give up their professional work and want or should improve their education, parents taking care of children, and middle-aged people who want to complete their higher education or start a new profession. There are many potential future candidates. It is puzzling why some universities are still waiting to introduce blended learning, a form of distance learning which consists of combining elements of traditional learning with elements of distance learning; it is currently a popular form supporting traditional learning. Including e-learning in the teaching process allows you to diversify classes, trainings, and courses conducted in the stationary mode associated with traditional classes in the lecture hall.

2.2. Mobile Devices and Their Participation in Education

The intensive development of new technologies and IT tools and the increasing availability of modern devices, both mobile and wireless, have revolutionized almost all fields of our lives. In fact, we are increasingly dependent on new technologies that have an increasing impact on changing conditions in social and economic life and education. The current explosion of digital technology not only changes the way we live and communicate, but it also transforms our brain, which is evolving like never before [9]. That is why the modern school of the 21st century needs changes. Above all, modern education is adapted to the requirements of the environment, referring to the multiple intelligences of students [10] and taking into account new trends, which are an important element of the life of the modern generation (the so-called “digital natives”) commonly using the Internet and mobile phones and growing up in symbiosis with the virtual world. (The author of the terms “digital natives and digital immigrants” is the American media researcher Mark Prensky, who, in the 2001 article Digital Natives and Digital Immigrants, used these terms for the first time to represent differences between generations.) It requires innovative systems of education, thanks to which students will be able to take full advantage of the developing knowledge of society.

The new approach to teaching should focus primarily on the following:

• Teaching–learning needs;
• Key competencies needed in the digital age;
• Using the potential of modern technology and mobile devices in education;
• Its place in the academic practice of remote teaching;
• Modern working methods and forms of classes adapted to the needs and possibilities of students.

The rapidly growing popularity and universality of mobile devices provide not only the opportunity to access unlimited resources for information, processing, and distribution of its products in digital form but also the possibility of creating and sharing knowledge. Students may not only be passive users of the Internet but also creators of its content. Modern information and communication technologies are increasingly embedding themselves into everyday life by engaging their users. An example may be, among others, the growing popularity and development of social networking sites, in which we have full freedom in shaping their appearance and content while at the same time dealing with new categories of network communication: direct, intermediate, and active [11]. In particular, the last one allows users to interact and collaborate in creating content, thanks to which it can be successfully used in education by everyone involved in the learning process, both teachers and learners, as well as employers. The creation of services enables not only the abolition of time and distance barriers but also unlimited access to knowledge and diverse forms of cooperation. It gives us a chance to reach for a new dimension in education, which is now possible anywhere and anytime [12].

Mobility of educational services and extension of the teaching–learning process beyond the traditional classroom are possible, and digital educational media can lead to a significant change in a university and a change for the better. It is only worth it if we skillfully notice the trends and sources of change in the fundamental dimensions of life and adapt them to the practice of education. And although many sympathize with dream teachers approaching this topic from a distance, and achieving goals through learning via mobile devices seems unlikely, it is worth referring to the studies of authors analyzing emerging technologies and pointing to their educational potential. These authors, among the main trends and challenges faced by schools [13] and universities, ref. [14] suggest, among others, the role of open education, the development of electronic books, the development of mobile technology, the application of augmented reality, game-based learning, using distributed tools and services, cloud computing, and the importance of teamwork.

Both schools and universities cannot remain against them. Trends related to the development of new ones cannot be overlooked if one is indifferent to them. On the contrary, they can be an ideal supporting tool in a didactic process adapted to the requirements and predispositions of today’s generations. At the same time, it must be borne in mind that access to equipment and applications will not result in the expected changes if they are not supported by new methodologies and changes in the organization of the teaching process.

Paul Levinson [15], in his book New New Media, helps to understand violent changes in the world of modern media. He points out that the world of new media opens up a huge range of possibilities and, thus, easy access to very different forms that allow you to easily choose the most appropriate one for each user. It should be noted that new inventions do not exclude existing ones; they strengthen the current media, complementing each other and bringing out different potentials.

2.3. Learning Yesterday and Today

In educational settings, changes in learning usually concern the content of subjects. Its organization has changed, but learning is still acquiring (cramming) content. What is the difference between learning yesterday and today? What should it look like in the digital age? Significant differences between today’s traditional learning and connective learning are shown in the table below (

Table 1. Connective Learning [16].

Today’s Traditional Learning	Connected Learning in the School of Tomorrow
Memorizing facts, dates, details, etc.	Connecting to information resources.
Understanding processes and phenomena.	Gathering knowledge on devices.
Shaping concepts.	Finding (seeking) knowledge.
Practicing skills.	Creating and maintaining connections
Solving various subject, theoretical, and practical tasks.	Perceiving connections between areas, ideas, and concepts.
Acquiring personal experiences.	Critical thinking.
Solving sample tests.	Choosing learning content and making decisions for yourself.

).

Connectivism assumes that [17]:

• Technologies affect the way we learn;
• We do not have to know or be able to do everything; our knowledge can be found in external resources, e.g., in the network;
• Connecting to these resources triggers our learning process;
• The ability to make connections is more important than what we currently know;
• We make our decisions based on the information available to us;
• Information resources change, develop, and thus influence our decisions.

In the theory of connectivism, the network and its use are a central metaphor for the learning process. Connecting (with someone, with a communication network, with resources) is more important in connectivism than what we know. Knowing how to find what we are looking for is more important than knowing what it is that we are looking for. However, every teacher knows how sometimes it is difficult for a student to find something he does not know. Therefore, the teacher should be a guide because technology can support the competencies possessed by the student, but it will not create them by itself. A good teacher is one who understands more of the same information, is able to interpret it better, and has more doubts and reflectiveness.

2.4. How to Learn: Traditionally or Connectively?

The emergence of the theory of connectivism has brought a revival to modern pedagogy. Theory is useful in distance education because it better explains the practice of e-learning. On the other hand, it is accused of not explaining the way we learn sufficiently. Connective learning proposes to move away from encyclopedias towards developing the ability to use constantly new information or to find what is needed in order to move away from the culture of “what do you know” (in the traditional school) to the culture of “how do you know it” and “where did you find it”. Connective learning allows you to develop all the key skills that a student should acquire at a modern university. G. Gregorczyk and AMKozak [18] summarize the significant differences between traditional and connective learning (

Table 2. Differences between traditional and connective learning [18].

Today’s Traditional Learning	Connected Learning in the School of Tomorrow
Student development in classroom conditions.	Development can take place at any time and place. A 3D method: whatever, whenever, wherever, i.e., “we learn by doing whatever, at any time, wherever we are”.
Everyone is learning at the same time and at the same pace.	Individual, personalized nature of learning.
Memorizing facts, dates, and details.	Connecting to nodes and information resources.
The feeding method prevails.	Education is based on constructivist ideas, i.e., the independent building and development of knowledge by students.
Understanding processes and phenomena.	Collecting knowledge from external devices.
Solving theoretical and practical subject tasks.	Perceiving connections between facts, ideas, and concepts.
Education of concepts.	Developing the ability to effectively search for knowledge.
Practicing skills.	Maintaining connections and creating new ones.
Solving sample tests.	Choosing learning content and making decisions for yourself.
Acquiring personal experiences.	Critical thinking.
The teacher is a subject expert.	The teacher is a helper, moderator of students’ own development, and advisor.

).

In the case of the theory of connectivism, its usefulness is indicated, especially in online education, because this concept better explains the practice of e-learning than behaviorism, cognitivism, and constructivism. On the other hand, it is accused of not explaining the way we learn sufficiently. In 2005, Siemens described the theory of connectivism: A Learning Theory for the Digital Age [19]. According to him, learning is a process that is not entirely under the control of the learner or the teacher. We do not have to keep everything in mind. The knowledge we possess does not have to be inside us; it can be in resources outside of us, and only connecting to these resources or databases starts the learning process. The very act of connecting becomes more important than what we currently know.

Connectivism emphasizes, first, that learning and knowledge result from confronting different opinions and combining sources [20]. Secondly, it is indicated that thinking itself and the ability to learn are more important than the current state of knowledge of the individual. The most important skill is to see the connections between areas, ideas, and concepts, i.e., synergy. Finally, critical thinking is treated as an integral part of the learning process. It seems that the quintessence of connectivism can be reduced to the words of P. Levinson, who claimed that “no one knows everything. Everyone knows something. Mankind has all the knowledge” [15]. The very process of teaching connectivism can be reduced to the so-called 3D method: whatever, whenever, wherever [19]. In this approach, education is permanent and holistic. We no longer learn “from” places intended for this (university, school, educational center, etc.), but all the time, doing any, sometimes seemingly completely trivial, activities. Therefore, the so-called self-learning of information, [21] which contributes to the self-development of an individual, is very important here. Important teaching skills in the connective model can be reduced to the ability to effectively process information from various sources, search for new solutions, or ask unconventional questions—just generating them can be an important source of knowledge.

Connectivism, one of the current teaching theories, has a number of advantages but also raises a lot of doubts. One of them is doubt as to whether the teaching process can only mean the ability to acquire information by searching for it. The question also arises whether the search system itself is a guarantee of the skillful use of the information obtained in this way. In this theory, which is quite important in my opinion, we are dealing with a certain objectification of the individual in the teaching process. Its role is limited to the efficient use of a computer—a search engine—assuming that it can recognize true information and reject manipulated and false information.

It seems much more important to develop the science of thinking and criticism towards existing sources than the simple process of searching for information.

The main assumption of connectivism is the thesis that all knowledge does not have to be available in the mind because it can be accessed at any time thanks to external sources.

Szpunar [22] seems reasonable: how do we find something when we do not actually know what we are looking for? In a situation where the student does not have an appropriate database, he wanders haphazardly through hyperlinks, not reaching the goal at all because he is not able to determine what exactly he is looking for; quoting the words attributed to Geotheme, “he finds what he knows”. Knowledge is built into a person and not just placed somewhere on electronic or paper pages; there is only information, and here, the role of education appears, i.e., developing the competence to build (own) knowledge by the learner.

“The art of living in a world saturated with information overload is something we are just learning” [23]. Uncritically adopting the idea of connectivism is, in a sense, accepting the canon and way of thinking of digital natives. Many postulates of the idea of connectivism require consideration and inclusion in the traditional teaching model, although one must realize that this will be a difficult and, above all, long-term process. It is worth recalling the assumptions of William Ogburn’s [24] hypothesis of cultural delay, who rightly assumed that the intangible layer—our habits—changes much more slowly than the material layer—in this case, technology.

2.5. Through Education to Sustainable Development

The concept of sustainable development should be assessed as the only concept providing prospects for human survival on Earth. In order to effectively implement this concept, it is necessary to broaden the field of social awareness with the awareness of sustainable development. This purpose is to be served by the latest information medium—the Internet. Its use can contribute to the popularization of knowledge about this concept and encourage individual inhabitants of the Earth to take a part of the responsibility for the present and the future.

Many scientists from various fields (Z. Piątek [17], A. Papuziński [25], and others) indicate that this is the only concept at the moment that, if implemented properly, can stop the progressive degradation of the natural environment, without significantly changing people’s quality of life. Unfortunately, society does not yet know it, nor does it know the direction in which to follow.

The concept of sustainable development is very capacious in terms of content, as it refers to both social and cultural development, as well as economic development. This development needs to be sustainable, i.e., it is to eliminate the threat of economic and social crises [26].

Socio-economic development should not disturb natural processes and the dynamic balance between them. It should not significantly and irreversibly affect the human living environment; it should proceed in a manner consistent with the laws governing nature, while maintaining the conditions necessary to achieve homeostasis at all levels of the organization of living matter (organism, population, ecosystem, and biosphere).

The term “sustainable development” or “eco-development” is attributed with different content, as evidenced by several dozen of its definitions given in the world literature [27].

Sustainable development is usually defined as “development that ensures the satisfaction of the basic needs of both present and future generations, while maintaining the constant ability of ecological systems to regenerate themselves”. All societies in the world participating in the management of natural resources are responsible for this [28].

When reviewing the definition of sustainable development, several approaches can be observed. The first is the natural approach, which shows the supremacy of natural values in relation to economic and social activity. The second is an economic approach, showing the need to balance economic activity and ecosystem productivity. And finally, the civilization approach, where balance should be achieved with the help of the latest scientific achievements. Therefore, three basic dimensions of sustainable development are indicated, i.e., the ecological, economic, and social dimensions.

The ecological dimension comprises respecting the limits of our planet’s natural resources and biodiversity in order to improve the condition of the environment and ensure the protection of natural resources necessary for the life of today and future generations.

The economic dimension comprises building a strong, stable, and sustainable economy, guaranteeing prosperity and development opportunities for all, in which incentives are created for the efficient use of resources. Sustainable development indicators are an important aspect of the economic dimension understood in accordance with the above definition.

The social dimension comprises creating equal opportunities for development and life for all people, both present and future generations, and shaping human values and attitudes.

The principle of sustainable development was developed in 2015 by the leaders of 193 UN member countries as the document “Transforming our world: the 2030 Agenda for Sustainable Development”. It contains 17 UN Sustainable Development Goals, which identify the most important challenges of our time in five areas: people, planet, prosperity, peace, and partnership. The principle of sustainable development aims to support the construction of a better world for the benefit of the inhabitants of the planet.

Creating a fully sustainable model of life, i.e., improving the quality of life of people around the world, without the wasteful exploitation of natural resources requires various actions in individual regions of the world. It is necessary to integrate activities in the field of social and economic growth and equal distribution of benefits as well as protection of natural resources and the environment. The vision of development addresses the most important challenges facing the world in an integrated way, such as the fight against poverty, gender equality, human rights and security, education for all, health, and intercultural dialogue.

The concept of sustainable development sets directions for solving these problems. It is just a pity that it is so uncommon in society. The concept of development is defined in various ways because it is an inseparable aspect of many areas of life.

Sustainable development means subordinating the needs and aspirations of society and the state to the opportunities offered by the environment [29].

Currently, there is an increasing tendency to extend the scope of the concept of sustainable development and refer it to the entirety of human development, the model of man’s relationship with nature, and improving the quality of life [30]. In fact, development leads to faster and faster use of various types of natural resources, and this in turn leads to processes that undermine the mechanisms of self-regulation of natural conditions—that is, maintaining the relationship between capital: economic, human, and natural. Initiatives supporting sustainable development are the task not only of economists, ecologists, or politicians, but, above all, of educators. While at the level of state institutions, the pursuit of sustainable development consists in legislating, other tools of change are necessary in relation to an individual whose behavior is a consequence of life attitude or philosophy. Life attitude is shaped, among others, by school, media, work, people met in institutions, and privately. The key, though not easy, way to change people’s awareness (environmental, consumer, cultural) is education. Hence, university graduates, working as specialists, civil servants, managers, or teachers, naturally become multipliers of knowledge and ideas and models of attitudes, behaviors, and life philosophies. Educational institutions with a complex of facilities and rooms with their equipment constitute an important component of the didactic system: the so-called didactic environment. Both formal and informal education are of key importance in promoting the idea of sustainable development as a change in the direction of socio-economic development.

Sustainable development in education is perceived through the prism of using knowledge resources, sharing it, and reaching those who have difficulty accessing education. The addressees are people of all ages and various institutions and organizations. Education for Sustainable Development is intended to refer to education from an early age to late adulthood. The concept of Education for Sustainable Development indicates the connection of issues related to the environment, economy, and society and their transfer to the teaching–learning ground. The aim is to raise awareness, develop competences, and shape appropriate attitudes and values, including the involvement of citizens in the search for and development of the best solutions relating to the problems of the natural environment, the functioning of societies, and the laws of economy. The implementation of the goals of Education for Sustainable Development is also important for improving the quality of education in schools [31].

Sustainable development in education also means innovation, understood through the introduction of new technologies, such as e-learning, “web 2.0” (acquisition, delivery, and absorption of data, information, and knowledge from open (available) Internet sources, using social media), “web 3.0” (the use of semantic networks and intelligent computer systems to personalize knowledge and services for the recipient), and “open science 2.0” (the main premise of open science is the rebellion against its commercialization, in favor of open models of the distribution of broadly understood science, such as open access to data, analyses, and scientific publications).

Education via the Internet (e-learning) is often perceived as a form of supporting education or as an alternative or new value for traditional education. E-learning is also a response to the community of young people who commonly interact with new technologies (smartphones, the Internet). It has been observed that on the basis of the use of new technologies in education, new variants are included in the traditional division of methods, serving the acquisition of knowledge, skills, and competences that may be conducive to Education for Sustainable Development.

In Education for Sustainable Development, it is postulated to use problem-based methods, e.g., simulations of real problems and the possibility of solving them. Methods are based on discussion, conceptual and perceptual mappings, searching for values, creating models, games, and projects. In addition, the introduction of methods based on combining theory with life experience, workplace experience, and practical application is appreciated. It is proposed to introduce methods into the curricula that enable working in a group and/or team, where the teacher is a member or acts as a tutor. In addition, education should be personalized and adapted to the learner’s abilities, using information and communication technologies. E-learning meets the expectations, globalization processes, and civilizational changes that force personal development and continuous improvement, regardless of the place of stay and available time.

Transforming universities in terms of the sustainable development program and its assumptions causes positive changes both in the human capital of a given country and has a positive impact on the economy.

To answer the question of what a sustainable university should be, it is worth considering what sustainable studies can be. This was aptly expressed by the British Department of Education, which stated that a university is not only an institution where they learn to think about current events in various time scales and the impact that humanity has on the environment but also a place where young people additionally learn about examples of good behaviors and can personally experience a sustainable lifestyle. A sustainable university is designed to prepare its students to live in accordance with the principles of sustainable development through ethos, teaching, and practical application of the principles of sustainable development.

3. Materials and Methods

In April 2023, a survey was conducted regarding the evaluation of two forms of education.

The survey contained closed and open questions.

The answers were provided by Polish students from the State Vocational University in the Masovian Voivodeship (Poland) participating in stationary and remote classes. The aim of the research was to collect students’ opinions on the effects of both forms of education, obtain information on the preferred form of studying in the future, and propose improvements in conducting classes remotely.

The research was carried out via the Internet, on the Google platform, in the last ten days of April 2023. They covered students of humanities and social sciences pursuing their education in the third year of master’s and bachelor’s studies. 250 people responded to the request to complete the survey. Women dominated (61%).

The average age was 22.2 years. Half of the students pursued first-cycle studies, and almost half pursued master’s studies. The vast majority were full-time respondents (82%).

The research sought answers to the following research questions:

• Which form of study is preferred by the respondents: stationary, remote, or hybrid?
• How do the respondents assess the effectiveness of online classes?
• What would they improve by conducting classes remotely?
• In what form would they like to study in the future (e.g., in the case of postgraduate studies)?
• What actions does the university take to increase the effectiveness of education?
  Hypotheses:

H1. 

It is assumed that students, having the opportunity to compare both forms of education, prefer full-time education.

H2. 

The effectiveness of classes conducted in the stationary form is assessed by students as higher than the online form.

H3. 

In order to increase the effects of distance learning, students propose to increase the ability to engage students and motivate them to be active during classes.

H4. 

In the event of taking up education in the future, students would like to study remotely.

H5. 

In order to increase the learning outcomes and meet the needs of students, the university undertakes activities to improve the competences of the teaching staff in the field of competences: didactic and methodological, social and personal competences, and system competences, i.e., competences related to the use of information and communication technologies applicable at the university.

Another method used in the study was the document analysis method. This document was a project developed by the employees of the university entitled “Model of managing the education process at the State Vocational University of I. Mościcki in Ciechanów in Poland”, which contained information on the organization of activities undertaken by the university to adapt to the requirements of digital reality and meet the needs of students.

4. Results

4.1. Research Results

• The research shows that the respondents who studied both stationary and remotely, when asked which form they preferred, answered the stationary one. It should be noted, however, that the remote form, including the hybrid one (58%), was more popular than traditional stationary learning (42%) (

  Table 3. Attractiveness of the form of education.

  Attractiveness of the Form of Education (N = 250) Answer to the Question: In What Form Did You Prefer to Study?
  no	Answers, in the form of:	Answers in %
  1	Stationary	42%
  2	Remote	31%
  3	Hybrid (mixed)	27%

  ).
• When asked about their assessment of the effects of online classes, the respondents gave varied answers. The same number of students assess them as identical to the traditional model and the same number as worse or much worse (34%; 33%). Only 13% are of the opinion that the effects obtained as a result of remote learning are better and much better than in the case of studying in the traditional form (

  Table 4. Studying via the Internet: Assessment of learning outcomes.

  Attractiveness of E-Learning as a Form of Education (N = 190) Answer to the Question: How Do You Assess the Effects of Online Classes?
  Answers	Answers in %
  Much better than traditional classes.	10%
  Slightly better than traditional classes.	3%
  Identical to the traditional model.	34%
  Hard to say.	20%
  Worse than traditional classes.	24%
  Much worse than traditional classes.	9%

  ).
• There is a suggestion that this may be due to imperfections in the conduct of classes. Students suggest many improvements in this area.
• The most frequently proposed ones include the ability to interest students in the subject of classes and more interesting tasks and exercises (34.5%); the ability to engage and motivate students to be active during classes (31%). It was also suggested to use a faster and more stable Internet connection and to enable the recording and playback of classes at a later time. A small number of respondents (3%) suggested that students’ activity should be taken into account in the final assessment (

  Table 5. Proposed improvements to classes conducted remotely.

  Proposed E-Learning Improvements: N = 190 Answer to the Question: What Would You Improve about Conducting Classes Remotely? (Open Question)
  Answers	Answers in %
  Improve students’ interest in the topic of the lesson; more interesting tasks and exercises: “joint solving of tasks, exercises; more showing tasks, less content; the way of conducting classes; maintain this form of classes, but diversify it and encourage listening; I could not absorb the knowledge from the exercises; do something that will improve student attention”.	34.5%
  Ability to engage and motivate students to be active: “motivate me to be active because I switch off and then I have deficiencies; discussion, not monologue; encourage students to be bolder in expressing their opinions”.	31.0%
  Better Gear: “Access to a faster and stable internet connection”; “internet problems”.	13.8%
  Possibility to record and play classes.	6.9%
  Shorten the duration of remote classes. “It’s very hard to concentrate in front of a laptop for a long time”.	6.7%
  When assessing, take into account the activity of students.	3.4%

  ).
• Respondents asked about the form in which they would like to participate in postgraduate studies gave very similar answers as to the previous questions, i.e., remote and hybrid forms are desired by them (55%) and only then stationary (42%) (

  Table 6. Online studying in the future.

  Attractiveness of E-Learning as a Form of Education (N = 250) Answer to the Question: If You Decided to Complete Postgraduate Studies, in What form Would You Like to Study?
  no	Answers	Answers in %
  1	Remote	28%
  2	Stationary	42%
  3	Hybrid	27%
  4	I do not know, whatever	3%

  ).
• Using the results of my own research, it is possible to draw three conclusions and suggestions.
• Firstly, undertake research on distance education at the university level among students at the few universities in Poland offering this form of education and then, identify which students are interested in this form of education, taking into account their gender, age, region of residence, professional and financial status, and level of parents’ education and such like.
• Secondly, determine whether the trend is increasing or declining.
• Thirdly, calculate the individual increase in investment from distance learning and whether it is profitable or not (compare returns with full-time education).

4.2. Attractiveness of Education in Stationary and Remote Forms in the Opinion of Students at State Vocational University in the Masovian Voivodeship (Poland)

How has the university adapted to the requirements of digital reality and the needs of students?

In April 2023, a survey was conducted regarding the evaluation of two forms of education. The answers were provided by students participating in stationary and remote classes. The aim of the research was to collect students’ opinions on the effects of both forms of education and to obtain information on the preferred form of studying in the future and suggestions for improvements in conducting classes remotely.

The research was carried out via the Internet, on the Google platform, in the last ten days of April 2023. They covered students of humanities and social sciences pursuing their education in the third year of master’s and bachelor’s studies. 250 people responded to the request to complete the survey. Women dominated (61%) (Figure 1).

The average age was 22.2 years. Half of the students pursued first-cycle studies and almost half pursued master’s studies. The vast majority were full-time respondents (82%).

Which form of education was more attractive to the surveyed students?

For 42% of respondents, the stationary form turned out to be a more attractive form of studying, while for the rest (i.e., the majority), the remote and mixed forms accounted for 58% (Table 3).

The survey also asked for an assessment of the learning outcomes achieved by students as a result of studying online.

Opinions on the effects obtained as a result of online education are divided. The same number of students assess them as identical to the traditional model and the same number as worse or much worse (34%; 33%). Few, only 13%, are of the opinion that the effects obtained as a result of remote learning are better and much better than in the case of studying in the traditional form (Table 4).

What would the respondents suggest to improve the conduct of online classes in order to increase learning outcomes?

More than every second respondent in the areas for improvement indicated the ability to be interested in the subject of classes (59 people), and more than every third respondent indicated the ability to engage and motivate students (Table 5). Therefore, it is important to constantly support teaching staff in these areas so that they can develop and improve their skills.

Would the surveyed respondents like to study remotely or stationary in the future?

Answering the question: If you decided to complete post-graduate studies, in what form would you like to study? Only slightly more than half (54%) were willing to participate in e-learning and hybrid learning. The rest prefer stationary (42%), and 3% are indifferent or have no opinion on the subject (Table 6). This is probably due to a multitude of factors, but the most important of them are participants’ doubts about the quality of online classes or employers’ possible doubts about the skills of people acquiring knowledge in the e-learning education system.

In the future, respondents would rather study in a mixed and remote form (54%) than in a full-time form (42%). An important element in this context is the competence of the academic staff, both teaching and administrative staff, supporting education. More than every second respondent in the areas for improvement indicated the ability to be interested in the subject of classes (59 people), and more than every third respondent indicated the ability to engage and motivate students (

Table 7. Barriers to e-learning education in Poland.

Attractiveness of E-Learning as a Form of Education (N = 190) Answer to the Question: What Hinders the Development of E-Learning in Poland?
Answers	Answers in % 20%
Participants’ doubts about the quality of online classes.
Concerns of trainees and students about a different form of the education process.	17%
Doubts of employers as to the skills of people acquiring knowledge in the e-learning education system.	18%
There is still relatively little access to multimedia and the Internet among potential participants.	8%
High costs of purchasing the software and preparing the e-learning platform by companies.	7%
Other (what?)	5.6% -Lack of people able to prepare such classes in a professional manner (50%). -The influence of third parties, e.g., parents and siblings, on access to the computer and the Internet (50.0%).

).

4.3. A Model of Managing the Education Process at PUZ in Ciechanów (Poland) Was Developed as Part of the Project “Didactic Excellence of the University”

The Model of Managing the Education Process in PUZ by I. Mościcki in Ciechanów Was Developed on the Basis of the Concept Included in the Attachment to the Offer Submitted to the Ministry of Education and Science on the Model of Improving the Education Process in PUZ by I. Mościcki in Ciechanów.

What actions has the university taken to adapt to the requirements of digital reality and meet the needs of students?

During the “Teaching Excellence of the University” project, a pilot portal was created (a portal dedicated only to the teaching staff and staff supporting the teaching process, providing comprehensive support), called the teaching support center online, on a separate Moodle platform, accessible through the university’s Google account, operated by the teaching support team (ZWD) selected in the project.

Online training for teaching staff lasted from March to June 2023. The staff supporting the didactic process underwent online training in June 2023.

The assumptions of the project were based on the analysis of the effects of the Teaching Excellence Initiative and the recognition of the positive effects of this support on the quality of university work, primarily during the period of organizational and didactic changes forced by the COVID-19 pandemic.

During the growing epidemic threat, the challenge for public vocational higher education institutions was to continue education under new conditions, especially in fields of study with a practical profile. Experiences from this period became an impulse to develop new, innovative solutions. They concerned both didactic and organizational issues. The aim of the excellence support initiative was to support these changes.

The target group was academic teachers as well as management and administrative staff supporting the didactic process.

A common problem for the teaching staff related to the use of modern teaching methods and ICT in the teaching process was the acceptance of a new role in which the academic teacher ceases to be the only source of knowledge and becomes a tutor (advisor) and mentor.

The use of modern teaching and ICT methods in classes with students requires the teaching staff to also have knowledge and an IT culture, which are necessary for the effective use of the university’s Moodle Platform for remote education and communication and for the preparation of appropriate teaching materials in electronic form. Learning through experience is the best way for teaching staff to discover the need to use modern ICT tools and innovative methods of creative education. The vortex is operated by the teaching support team selected for the project.

The developed model for managing the education process was implemented on a pilot basis during the project. Its continued use should translate into an increase in the quality of teaching, which will affect the value of the university as perceived by students.

The transfer of knowledge not only within the walls of the university but in parallel with the use of modern technologies and skilled content management during the project on the online teaching support center vortal has become an opportunity for the teaching staff to experience various forms and methods of conducting classes, workshops, and courses, whilst also playing the role of a “student” during the implementation of the project.

PUZ in Ciechanów is part of the project “Teaching Excellence of the University” of the operational program Knowledge Education Development, co-financed by the European Social Fund, piloted it in the academic year 2022–2023, with approval from the Ministry of Education and Science.

The model for improving the education process at the State Vocational University of Ignacy Mościcki in Ciechanów.

The teaching support system, created on a separate Moodle platform called “Online Teaching Support Center” (Figure 2), serves as a social networking site for teaching staff and staff supporting the university’s didactics. The vortal is an Internet portal containing a holistic approach to improving the education process at the university, operated by the teaching support team. “We are tutors for each other; we are mentors for each other” is the motto of the vortal.

The university staff, employed on the basis of an employment contract, were asked to provide ad hoc support to the team by, among others, developing and conducting courses on the vortal and acting as a tutor or mentor.

In the winter semester, the focus was on filling in the content of the model for improving the education process, and in the summer semester 2022–2023, a pilot implementation of the developed model was implemented. Each of the teachers could personally experience the support by participating in, among others, blended learning trainings and workshops, using substantive support or a technical helpdesk, assessing the usefulness of the developed model, and making constructive comments regarding the further operation of the support system.

Teaching staff, before the start of the project (October 2022), were asked to complete an anonymous self-assessment survey regarding their degree of preparation to conduct classes using innovative methods of creative education and modern tools. After the end of the project (September 2023), the staff will complete the same survey.

Conducting a survey before the start of the project and after its completion is one of the indicators allowing one to assess the desirability of the project at the State Vocational University of Ignacy Mościcki in Ciechanów and its effectiveness.

The learning process includes three processes:

• Recruitment process;
• Didactic process;
• The process of tracking the fate of graduates on the labor market.

The proportions of education processes covered by the project are as follows: 10% recruitment process, 80% didactic process, 10% graduates’ fate. The education process focused mainly on improving the didactic process (80%) because didactic excellence is the most important competence of the university.

The model of managing the process of improving education at the university is oriented to support traditional e-learning, i.e., blended learning. Blended learning is also known as complementary or hybrid learning. Of the various forms, blended learning was chosen in the form of e-learning with mentoring, tutoring, and social learning (

Table 8. Actions to improve the competences of the teaching staff.

No.	Activity Name
Improving social and personal competences
1	Workshops on “Pilot implementation of the tutoring model”, according to the tutoring model developed for PUZ by I. Mościcki in Ciechanów.
2	Workshops on “Creating teaching materials, including multimedia, and self-presentation in English”.
3	Workshops on “Techniques of improving the mind”.
	Improving didactic and methodological competences
4	Training on “Innovative educational methods activating the participants of education, including the flipped classroom method”.
5	Training on “Methods of learning adults”.
6	Workshops on “Conducting classes: in-person, blended learning, and e-learning with the use of innovative education and ICT methods”.
7	Training on “Learning by experience”.
Improving system competences at PUZ in Ciechanów i.e., competences related to the use of information and communication technologies in force at the university, the university Moodle platform, the specificity of education at the university, applications for creating multimedia materials, etc.
8	Workshop on “Creating an advanced course on the Moodle platform “.
9	Training on “Creating teaching materials using multimedia tools, including Canva, OBS Studio, Hot Potato, and others”.
10	Training on “Creating multimedia presentations for a stationary lecture and for the platform and self-presentation”.
11	Training for staff supporting teaching: “Creating multimedia materials for the recruitment process and monitoring the fate of the Graduate”.
12	Training on “Industry 4.0, artificial intelligence, and the use of a 3D printer”.
13	Cybersecurity training: “Safe educator. Safe use of the Teaching Support Center online, safe University”.
14	Training on “Protection of classified information in the context of intelligence threats.”

).

E-learning with mentoring, tutoring, and social learning consists of the fact that the participant acquires knowledge and skills on his own, and his progress is monitored by the trainers. Remote contact with the trainer (tutor) is provided. The participant is motivated to complete the training by mentors (via Internet communication or by phone). They can also use the tools of communication and working together, whether by contact and cooperation with other participants or by contact with the tutor [32].

In managing the model of improving the education process at the university, the focus was on making the best use of the potential of the teaching staff and staff supporting teaching at the university.

Achieving the goal of the project, which was to build a pilot model of managing the education process at the described university in the form of a well-functioning teaching support system, will contribute to conducting classes with the effective use of innovative education methods and modern ICT tools.

The creation, as part of the project, of a virtual center called the teaching support center in online mode operated by the teaching support team will be a pillar in the pursuit of didactic excellence for the university, which may become an element of competitive advantage on the market of universities operating in its region.

5. Discussion

The COVID-19 pandemic has had a very strong impact on many areas of life, and its effects have been felt by various social groups. One of such groups are young people who continued their higher education during the pandemic. This group quickly became the center of attention of researchers from various countries.

During the pandemic, distance learning turned out to be the only possible alternative to stationary education. It has become necessary, but at the same time, practice has revealed its imperfections and numerous problems related to its operation. Properly integrating asynchronous and synchronous learning is a must. Teachers without experience in distance learning routinely repeat existing classroom time slots in synchronous online sessions and then come to the false conclusion that this form of education is ineffective.

A. Bozkurt et al. [33] reviewed empirical research from 2009–2013, highlighting the dominant issues of open education and open educational resources. They attributed great importance to educational technology, interaction and communication in teams, learner characteristics, and the media methodology called instructional design. What is instructional design and what is its relationship with the concept of e-learning? The most common definition of the concept of instructional design indicates a systematic and systemic process of translating the principles governing learning and teaching into specific solutions that strengthen and assess their effectiveness and efficiency. The instructional designer is responsible for designing a process that addresses previously identified problems.

For the purposes of this article, the author analyzed one of the open access journals, recognized and of high standard, addressed to researchers and practitioners of open and distance learning—the journal “International Review of Research in Open and Distance Learning” (abbreviated: IRRODL). It aims to improve the quality of basic and applied research, taking into account the need to translate this knowledge into activities that increase the educational opportunities of students and teachers. Starting from 2015, the topic of MOOC courses, their implementation, the scope and degree of student activity, and their involvement was also discussed. Open online courses (MOOCs) have no restrictions on availability, do not require meeting formal conditions, are free of charge, and issue certificates or attestations, which is the responsibility of the institutions offering this type of course. The issue of open online courses (MOOCs) was addressed, among others,: by Katy Jordan [34] and Abram Anders [35].

MOOCs are often described as generating poor-quality learning experiences due to little or no teacher–student interaction, large class sizes, and an increased emphasis on lectures and tests. The next articles concern the experiences of teachers teaching in a digital environment. Attention is paid to students’ access to materials, planning, and their learning progress, which is ensured by the new generation of mobile devices.

In the following year, interest in social networking sites increased, which was reflected in empirical research on social learning methods and practices, including the integration of mobile applications. What was interesting was the nature of the use and perception of the usefulness of academic social networking sites promoting the creation and development of learning communities and taking constructive actions in this area. The studies also paid attention to the use of social media by academic teachers in higher education. They show that many educators actively use social media for private purposes to share information and collaborate with other teachers to create education-related content. In the article titled “The Use of Social Media in Exploring Information Services for People with Disabilities in China” [36], the authors identified the information needs of people with disabilities through social media.

In subsequent articles in this journal (IRRODL) in 2018, scientific considerations focused on learners, collaborative learning, self-paced learning, interaction, and the use of mobile devices.

From 2019, reports that concerned actual achievements, competences, and values obtained in the learning process began to prevail. Researchers’ interest began to focus not only on the learner but also on the learning process and its evaluation. Issues related to engagement, empathy, attitudes, and student satisfaction were addressed sporadically.

A. Bozkurt [37] in turn took into account the contribution of Anadolu University in Turkey in reducing the information gap and digital divide by increasing equality of educational opportunities and expanding opportunities for lifelong learning.

Little research has examined the economics of higher education. Such research was undertaken in 2023 by Chinese scientists L. Wang and F. Li [38]. They analyzed the different benefits of higher education distance education at different income levels. Based on an empirical analysis of data from the China Family Panel Survey (CFPS) (China Family Panel Studies) is a nationally representative, biennial longitudinal study of Chinese communities, families, and individuals launched in 2010 by the Institute of Social Science Research (ISSS) of Peking University in China. The goal of the CFPS is to collect longitudinal data at the individual, family, and community levels in contemporary China), differences in return to tertiary distance education were examined at different income levels. The study used Mincer’s earnings function and quantile regression. Compared to face-to-face education, the study found that tertiary distance learning provided significant benefits to learners. While the number of people returning to face-to-face higher education continues to decline, the number of people returning to distance higher education has increased. By comparing the gains from distance education at different income levels, researchers found that low income groups benefited more from tertiary distance education, which can help increase the incomes of vulnerable groups and promote social equality. Therefore, according to the authors, Chinese distance education institutions should promote the view that tertiary distance education can improve the income growth of low income groups and increase financial support for them.

In Poland, higher education studies conducted online are not common. They are available in some private universities. For example, in Warsaw, online studies can be carried out at five private universities: Vistula Academy of Finance and Business, the Social Academy of Sciences, WSB University, the Polish-Japanese Academy of Information Technology, and the European University of Law and Administration.

The author’s research shows that over half of the surveyed students (54%) expressed their willingness to study in this form of education in the future. This is supported by, among others, the possibility of paying much lower tuition fees, which may result in an increase in the financial status of students. Since a large number of respondents expressed their willingness to study online and in a hybrid system in the future, these needs should be met.

Moreover, the effects of online education are assessed by respondents similarly to those in the case of full-time studies, i.e., as the same or better than in traditional education (34%).

6. Conclusions

Many of us wonder whether e-learning is only a fashionable (and perhaps debatable) form of distance learning or a necessity. E-learning is the fastest and easiest way to develop yourself. In the times in which we live, learning will accompany us throughout our lives, so it is a necessity if we want to fulfill our roles and achieve our goals [8].

Currently, new technologies are a challenge for teachers. The point is to use these tools in such a way that the student, with the help of the tutor (teacher), can create new content. Information technologies force learners to be self-reliant, and the role of the teacher is to create a situation of interest and show work tools and IT methods, e.g., suggesting a working environment on the Moodle platform in order to perform a task or project.

E-learning can be an important source for building a competitive advantage, but it cannot develop independently without being linked to other activities at the university. Operational excellence in e-learning and advanced IT tools and solutions alone will not guarantee a sustainable competitive position for a university. This can happen only when, after conscious strategic positioning, the university starts to build a set of interrelated activities offering the future student unique benefits: current, accessible, and attractive knowledge.

In the part devoted to the assumptions of my own research, four research problems were formulated. The first one concerned students’ preferences regarding distance or stationary teaching. It was found that students were slightly more likely to prefer studying remotely and in a blended form (58%) than on-site (42%) (Table 3). This contradicts the hypothesis that students, having the opportunity to compare both forms of learning, prefer the stationary form.

Another research problem concerned students’ intentions regarding the form of studying in the future. When constructing the research tool, it was assumed that full-time education would be the preferred form of education. This hypothesis was not confirmed. The majority of students (54%) were in favor of distance learning in the future (Table 6).

The results showed that for the majority of students, distance learning would be a better option for further studies.

The third research problem concerned the subjective assessment of the learning outcomes of both forms of teaching. The conducted research proves that the quality of distance education is not assessed as worse than the quality of face-to-face education. A comparable number of students rated it as identical to the traditional model (34%) and better (13%) than the traditional model (Table 4). Therefore, the second hypothesis, which assumed that students from direct education would achieve better educational results, was not confirmed.

The fourth research problem related to students’ proposals regarding changes and improvements in conducting remote classes. The assumed hypothesis, “In order to increase the effects of distance learning, students propose to increase their ability to engage, show curiosity and motivate them to be active in classes”, was confirmed.

The fifth of these problems concerned the actions taken by the university to increase the effectiveness of education. And in this case, the assumed hypothesis, “In order to improve learning outcomes and meet the needs of students, the university undertakes activities aimed at improving the knowledge and skills of teaching staff in the field of didactic and methodological, social and personal competences as well as competences related to the use of information and communication technologies in force. at the university”, also worked well.

This study revealed changing trends in the return to distance education. Compared to face-to-face education, the study found that the return to distance education is on an upward trend. The reason may be that the opportunity cost of distance education is lower than in the case of face-to-face education, which is an undoubted advantage of distance education.

Using the results of your own research, you can draw three conclusions and suggestions.

Firstly, undertake research on distance education at the higher education level among students at the few universities in Poland offering this form of education, identifying which students are interested in this form of education and taking into account gender, age, region of residence, professional and financial status, and level parents’ education, etc.

Secondly, determine whether remote studying in Poland has increasing trends and how far-reaching it is.

Thirdly, determine the profitability of studying online for both the student and the university.