Relationship – education – understanding: building virtual learning communities not only in the times of pandemic

The aim of the article is to analyze the process of education carried out in the conditions of online teaching. The author pays special attention to organizing the learning community. Learning is understood as the process of creating knowledge, where interaction and cooperation of students play an important role. The narrative is an extension of the thesis that in the case of distance learning there is a need to build a community of learners, where equally high importance is given to both cognitive and emotional effects. An important role of the teacher is to care for the mutual relations of students in virtual educational networks. The learning process carried out in a properly organized virtual network of students’ cooperation leads from mutual communication to understanding the content and creating knowledge, and learning becomes a very active mental process. The article discusses selected concepts of learning based on the cooperation of learners, the characteristics of which are translated into the model of collaborative learning in a virtual space, using the tools of modern digital technologies. The article indicates the importance of social relations in students’ virtual communities and the advantages of students’ educational activities in the digital space.

The take & make method in performative education. Case study

The article is a report on the research carried out in a group of pedagogy students on the use of the take&make performative method in the subject of comparative pedagogy. The aim of the research was to learn about the experiences of pedagogy students regarding the implementation of an optional performative task within the subject of comparative pedagogy. During the research the case study method was used. The technique used in the study was the technique of analyzing documents, in this case entries on a didactic forum on an e-learning platform – their content and available information on entries, such as the date of entry and the average grade of the student entering the registration. The main strategy for data analysis was qualitative analysis and the complementary strategy was quantitative analysis. The qualitative analysis covers the nature of the responses to correctly completed tasks – the type of action undertaken by the students and its creative or imitative nature, as well as the strategies undertaken by students who failed the task. The quantitative analysis covered the number of submitted works, the number of passed works (performative solutions) and failed works (non-performative solutions), their correlation with the average grade for compulsory tasks and the time of submitting the work. The article points to the need to use performative methods in education that mobilize students to act, not only to plan their own actions.

Constitutional and Statutory Regulation of Remote Education. Theory Versus Practice. The Case of the University of Rzeszów

The article compares the provisions of the legal regulations on the remote form of education with the actual scope of their application in the academic environment. The research method used was an analysis of documents such as the Constitution of the Republic of Poland, the Act ‘Law on Higher Education and Science’, regulations of the Ministry of Education and Science and internal legal regulations (Orders of UR). The aim of the research was to compare the provisions found in the aforementioned legal regulations with their practical application in the realities of higher education, while the case study of this analysis was the University of Rzeszów. The conclusions obtained may be used to verify solutions both in the course of the standard implementation of the educational process and the introduction of remote education in crisis periods. These include the need for blended learning or the establishment of distance learning centres.