Innovative Teaching Methods Project Management in Practice

INNOVATIVE
TEACHING
METHODS
Project Management in Practice
edited by
Lidia Pokrzycka
Maria Curie-Skłodowska University Press

INNOVATIVE
TEACHING
METHODS
The EEA Grants represent the contribution of Iceland, Liechtenstein and Norway towards a green,
competitive and inclusive Europe. There are two overall objectives: reduction of economic and social
disparities in Europe, and to strengthen bilateral relations between the donor countries and 15 EU
countries in Central and Southern Europe and the Baltics. The three donor countries cooperate closely
with the EU through the Agreement on the European Economic Area (EEA). The donors have provided
€ 3.3 billion through consecutive grant schemes between 1994 and 2014. For the period 2014–2021,
the EEA Grants amount to € 1.55 billion. The priorities for this period are:
#1 Innovation, Research, Education and Competitiveness
#2 Social Inclusion, Youth Employment and Poverty Reduction
#3 Environment, Energy, Climate Change and Low Carbon Economy
#4 Culture, Civil Society, Good Governance and Fundamental Rights
#5 Justice and Home Affairs
The EEA Grants are jointly financed by Iceland, Liechtenstein and Norway, whose contributions are
based on their GDP. Eligibility for the Grants mirror the criteria set for the EU Cohesion Fund aimed at
member countries where the Gross National Income (GNI) per inhabitant is less than 90% of the EU
average.
The project “Modern methods of teaching and project management” benefits from a € 8,600 grant
from Iceland, Liechtenstein and Norway through the EEA Grants. The aim of the project is to raise the
competences of the participants of the visit in the field of innovative teaching methods (ITM) and project
management through the exchange of experiences and establishing cooperation in the implementation
of projects with OsloMet.

INNOVATIVE
TEACHING
METHODS
edited by
Lidia Pokrzycka

Lublin 2022
Reviewer
Prof. Lucyna Harmon, Ph.D.
Editor
Krystian Kami ski
Technical editor
Agnieszka Muchowska
Cover and front page design

Krzysztof Trojnar
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© by Maria Curie-Skłodowska University Press, Lublin 2022
ISBN 978-83-227-9637-5

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Table of Contents
Introduction (Lidia Pokrzycka) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
I. LIDIA POKRZYCKA

E-learning in Norway: A Case Study of Oslo Metropolitan University . . . . . . 9
II. EWA BULISZ
The Use of Visual and Interactive Communication in E-learning
on the Example of Oslo Metropolitan University . . . . . . . . . . . . . . . . . . . . . . . . . . 23
III. MARLENA STRADOMSKA
“The Teacher-Leader” and “The Teacher-Boss”: Their Influence
on Student’s Motivation to Learn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
IV. KATARZYNA HAŁAS
Motivating Students in E-learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
V. MICHALINA IGNACIUK
The Educational Potential of Virtual Reality in Polish Schools –
Teachers Opinion and Review of Educational Applications for VR . . . . . . . . 65
VI. PAULINA NIEDZIÓŁKA
The Characteristics of E-learning in Corporation – a Case Study Based
on PZU and mBank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
VII. MAGDALENA KOZAK-SIEMIŃSKA
Television Workshops as a Media Skills Training Method . . . . . . . . . . . . . . . . 101
VIII. JOLANTA DYNDUR, MARLENA STRADOMSKA
Monoprofile Medical Simulation Centres – Selected Issues . . . . . . . . . . . . . . 117
Author biographies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
5
Introduction Introduction
T he publication handed over to readers discusses the innovative methods

of education and project management in practice, taking into account the
specific character of Norway in comparison to Poland. The book is an outcome
of a study visit as part of the project “Modern methods of teaching and project
management” financed under the Education Programme of the Foundation for
the Development of the Education System (FRSE), Component I – EEA Financial
Mechanism 2014–2021, and of a project conference.
The book consists of two parts. In part one, the visitors to Oslo Metropolitan
University (in April 2022) present the specific character of e-learning in Nor-
way, innovative education methods and effective ways of project management.
In the process of studying online we deal with a specific culture of study
which gives the learners more independence. The majority of remote educa-
tion participants demonstrate a constructivist approach to learning, whereas
emotional and motivational factors have a profound influence on the cognitive
activity of online students. In remote education, students’ media competence is
very significant. Online education alters fundamentally the role of the teacher:
the entire teaching process is transformed, and it is the student who becomes
the focus of education, while the teacher is just an advisor.
Experiences of foreign countries demonstrate that the decisive role in ef-
fective remote education of students is played by gamification, as well as by
creative and critical thinking with the use of modern teaching apps. Thus, it is
assumed that owing to the new technologies, it is possible to conduct most of
the classes remotely, in a creative form which is interesting to learners.
In remote education, individual cognitive abilities and potential of e-students
should be especially taken into account in order to apply the most tailored
learning system. E-learning is based on autonomous education and self-study,
7
Introduction
but also on teamwork and mutual participation in specific educational circum-

stances. The focus is both on particular research problems which students are
supposed to solve (individually or in a team), but also on research and com-
munication skills of learners. It is vital to teach students critical reception of
media messages, their editing, computer-mediated communication, as well as
effective management of the e-education process.
E-learning means a specific culture of study which is closely related to mo-
tivation, emotional factors and media competence of students, lecturers and
administration staff of the university. In remote education, the time and mode
of study are totally reorganized, while technological convergence provides the
impulse towards searching for new ways of content dissemination, including
websites, podcasts (also educational) and blogs.
Furthermore, these modern teaching methods ought to be matched by rel-
evant educational and scientific projects which should be effectively managed.
The organization of work of the whole university, including its administrative
section, is also highly important. Efficient management is the basis for success
in an innovative educational and scientific environment.
The second part of the book publication contains articles authored by the
participants of the conference which was organized as part of the project “Mod-
ern methods of teaching and project management” in May 2022. The issues
discussed in the publication include: the role of the leader in implementation
of innovative teaching methods, motivating students in remote education, intro-
duction of virtual reality as a learning tool, characteristic features of e-learning
in corporations, as well as innovations in medical sciences.
I hope that this publication will prove very useful in implementation of
modern methods of education, e-learning, ICT in practice, and will contribute
to reflection on more effective methods of motivating scientific and administra-
tive staff for organizational changes which are inevitable in the contemporary
world. Appropriate management and support for innovation is the basis for
competitiveness of universities on the global market. I encourage you to read
and be inspired.
Lidia Pokrzycka
8
LIDIA POKRZYCKA I
E-learning in Norway:
A Case Study of Oslo Metropolitan University
ABSTR ACT
The article describes modern methods of education and approaches to education at Oslo
Metropolitan University, which the author got acquainted with during a study visit in April
2022. In addition, the publication was enriched with a survey conducted among Norwegian
students in the field of social sciences. The effectiveness of applying innovative methods of
education and e-learning in practice was examined.
Keywords: e-learning, Norway, Oslo Metropolitan University, effectiveness of remote

teaching.
Introduction
E -learning has been introduced and consistently developed in Norway for

more than a decade now. Centres supporting remote education are estab-
lished at various universities. Norwegian lecturers are aware that the future of
academic e-learning lies in cooperation between students taking similar courses
at various institutions. The focus is on open learning which offers technologies
that are more interesting to students, provides for contact hours and the same
level of learners’ involvement at different attractive methods of learning any
time (Clark & Mayer, 2016).
The objective of the article is to present the specific features of distance
learning in Norway as exemplified by Oslo Metropolitan University and discuss
the students’ perception of innovative teaching methods. The article concludes
with a questionnaire conducted among 20 students of Master’s degree course
9
Lidia Pokrzycka
in social sciences, who – due to the coronavirus pandemic – completed modules

at their last year of studies entirely in distance learning The examined sample
is not large, but the number of students at particular years is small, so the
research covered ca. 85% of all students of the final year of Master’s degree
course in social sciences.
Benefits of e-learning
Blended learning is considered to be the basis of the information society.

In this type of study, teaching has a flexible formula, students’ IT skills are ad-
ditionally upgraded, the lifelong learning idea is implemented in practice, and
the education system is organized accordingly.
In relevant literature it is emphasized that remote education should include
practical teaching which encompasses the social media. They considerably enrich
education – owing to them, students are able to share knowledge, solve tasks,
find solutions and achieve goals through educational activities and development
of competences, including teamwork skills. Furthermore, it is possible to find
partners for international cooperation, comprehensive support and knowledge
sharing, which leads to the achievement of better results and correction of ac-
tions already undertaken. The role of a university teacher is to work out a better
route of teaching, correct any mistakes, boost productivity of actions, motivate
students to gain knowledge, gradually switch from theory to practice, and help
students acquire professional social competence (Amzalag & Shapira, 2021).
Moreover, graphic design of online courses and appropriate tools which help
accommodate new educational solutions are of crucial importance (Delgado et
al., 2019). It should not be forgotten about exchange of experiences between
teachers and students and among students themselves, regular diversification
of teaching methods and higher involvement of students in the learning process.
It is not the teacher who is primarily accountable for students’ success and
achievements, but students themselves have to accept the burden of responsi-
bility for effective learning (Fisher, 2003).
Development of skills, effective group work and analysis of authentic case
studies are essential in the practice of distance learning. We should also re-
member that, with modern technical opportunities, online laboratories can
function successfully, and education can make use of games, simulations and
current feedback from teachers. The focus should be on practical actions, in-
cluding preparation to apply specific skills in real situations, learning how to
10
E-learning in Norway: A Case Study of Oslo Metropolitan University
adapt knowledge to given circumstances, and improving IT and social skills.

Other essential issues are trust in online study and in one’s own capabilities
(at the time of the mass-scale distance learning: of teachers and students alike)
and verification of learning progress on an ongoing basis (Hasani et al., 2022).
Students using the distance learning formula appreciate moderation of
discussions, as well as appropriately managed interventions and interactions.
However, the moderator (teacher) has to stay in the background and not in
the centre of events. Effective e-learning is also based on proper motivation of
students to learn and on regular work of both students and teachers.
Some students are focused on the content of study and comprehension of
topics, while others on rewards – grades and final results. In online teaching, it
is not only proper motivation that is crucial, but also demonstration of specific
competences (personal, professional and social) to be acquired during remote
education. Another important issue is the emotional attitude: students are more
involved when there is cooperation, creative thinking and the use of practical
apps that can be implemented later in professional work. It is necessary to
participate in online discussions with students (in order to avoid one-way
communication), specify goals of courses and adjust them to the participants’
needs. However, we should not forget about regular verification of the learning
progress, monitoring student’s work by the teacher and a contact base necessary
for effective education. Between consecutive modules of a course, students can
learn from each other using the social media. Effectiveness of online teaching
increases when specific goals of learning are identified, diverse teaching methods
are applied, and knowledge is verified from time to time (also in the learning
through play formula). In some cases, it is necessary to introduce elements of
tutoring and mentoring (depending on the number of students in particular
groups) and mutual teaching (the teacher does not know everything, he or
she also learns from students, and students may have extensive professional
experience and teach others on the basis of their own case studies). As regards
e-lectures, important issues are selection of information, management of knowl-
edge, its integration with effects of learning and transfer of practical knowledge
(Laurillard, 2012; Marciniak & Cáliz Rivera, 2021).
E-learning makes work more innovative and time management more rea-
sonable. It enables introduction of many projects and tasks that require specific
problem solving. It is possible to consult solutions not only with course teachers
but also with foreign experts (online learning facilitates international cooper-
ation, without unnecessary expenses, which was particularly visible during
the pandemic). Whenever possible, courses should be related to knowledge
11
Lidia Pokrzycka
already acquired by students. Furthermore, lecturers should present as many

case studies and authentic contexts of tasks as possible, so that students would
be able to apply knowledge easily in their professional work. However, it should
be remembered that distance learning is not supposed to replace good lecturers
but to facilitate effective study (Horton, 2006).
In order to design a good online course, we should identify specific goals,
learning outcomes, competences to be acquired by learners and the scope of
the programme. Next, educational content should be properly adjusted so that
students are convinced that these materials are interesting/useful in their pres-
ent or future occupation. It is also necessary to prepare and publish the course
syllabus at the beginning in order to make students aware of the appropriate
way to master the educational content. After that, lessons, modules and parts
of the course should be designed, with each element focusing on different
topic/competence. It is also worth considering which modern apps would be
useful during the course to make students more interested. The final stage of
the course design process is to plan how students’ work would be evaluated.
Ideally, they should apply elements of theory in specific tasks related to a given
aspect of professional practice. Another important element of online courses is
real-time discussion because it provides dynamics to a training course/module
and encourages (or even forces) students to work online on a regular basis.
The above-mentioned principles are strictly followed at Oslo Metropolitan
University and have become a guide for young teachers who are beginning
their teaching work in the remote formula. The courses in which the author
participated, and the classes described during the study visit to Oslo in April
2022 confirm that the majority of lecturers strictly adhere to the basic rules
of effective remote work.
Methods of work at Oslo Metropolitan University (OsloMet)
In Oslo, e-learning has been used for many years and developed on a regular
basis. A university newsletter is published, promoting good practices and distin-
guished work of lecturers, so that university teachers are able to upgrade their
qualifications in innovative teaching methods on an ongoing basis. Departments
which support distance learning are in close contact with university teachers
and engage them in additional activities, the aim of which is improvement in
education quality and involvement in international projects on e-learning im-
plementation (also outside higher education institutions). Furthermore, training
12
university teachers are able to upgrade their qualifications in innovative teaching methods on
an ongoing basis. Departments which support distance learning are in close contact with
university teachers
E-learning and engage
in Norway: A Casethem in of
Study additional activities, theUniversity
Oslo Metropolitan aim of which is improvement
in education quality and involvement in international projects on e-learning implementation
(also outside
courses higher education
are organized, institutions).
presenting Furthermore,
e.g., new trainingofcourses
functionalities are organized,
particular apps.
A networke.g.,
presenting of relations is built between
new functionalities lecturers
of particular apps. Aso that they
network are able
of relations to share
is built between
their knowledge.
lecturers so that theyRegular
are ablemeetings concerning
to share their good
knowledge. practices
Regular meetingsareconcerning
organizedgood
on Zoom platform, e.g., to discuss students’ involvement in distance learning
practices are organized on Zoom platform, e.g., to discuss students’ involvement in distance
or effective management of educational projects online.
learning or effective management of educational projects online.
Figure 1.
Figure 1.Zoom
ZoomininOsloMet
OsloMet(main pagepage
(main of Cava)
of Canvas)
Source: http://student.oslomet.no/canvas (retrieved: May 25, 2022).
Source: http://student.oslomet.no/canvas (retrieved May 25, 2022).
As emphasized by the staff of Oslo Metropolitan University (OsloMet) during

the study visit, students and researchers need to acknowledge that the society
is changing, and the market demands have become completely different. Hence,
semester grades are given and students’ expectations about further course of
studies are probed and communicated regularly to teachers. There are also
meetings with educators during which official evaluation of classes by students
is reported and possible innovations in lectures and classes are discussed.
During classes, interactive documents are used which can easily be edited
by the participants, as well as teaching based on group projects, and peer as-
sessment of particular stages of project result achievement. In general, remote
work at OsloMet is based on group work, mind maps, but also work in Second
Life. Such apps as Playing.cards, Jigsawplanect, Thinglink or MazeMap are used
for illustrating classes and checking knowledge through play, but they can also
be applied in the professional practice of a journalist or a marketing and PR
specialist. Such platforms as Vimeo are also used during some classes for stu-
dents to publish interviews conducted as part of social projects. Grades awarded
13
Lidia Pokrzycka
by teachers are only a part of course completion. Peer and group assessment
of work is crucial, as well as self-evaluation. What is important, a student can
change the evaluation of his or her work on their own and upload his or her
project to the system once again (following discussion in a group).
OsloMet uses Canvas e-learning platform which is financed by the universi-
ty. However, some lecturers break out of this system and pay subscription1 on
their own for other, more useful platforms, such as Eduflow which has more
interactive opportunities for cooperation with students.
Figure 2. OsloMet Canvas

main page
Source: http://student.oslomet.
Figure 2. OsloMet Canvas main page no/canvas (retrieved May25,
Source: http://student.oslomet.no/canvas (retrieved: May25, 2022).
2022).
Figure 2. OsloMet Canvas main page

Source: http://student.oslomet.no/canvas (retrieved: May25, 2022).
Figure 3.3.Sample
Figure Samplepage of of
page a course as part
a course as of a bachelor’s
part degrees degree
of a bachelor’ programprogram
Source: http://student.oslomet.no/bachelor-ergoterapi (retrieved: May 25, 2022).
Source: http://student.oslomet.no/bachelor-ergoterapi (retrieved May 25, 2022).
Figure 3. Sample page of a course as part of a bachelor’s degree program
Journalism
Symbolic amountstudents must
of a few be per
euros ablemonth
to write well, therefore lecturers emphasize that active
May 25, (with
2022). very high earnings of academic lecturers
1
Source: http://student.oslomet.no/bachelor-ergoterapi (retrieved:
in Norway,
participation inmany times
classes higher than
is essential, andineven
Poland).
more so: drawing conclusions, critical thinking,
Journalism students
reading must be ableand
comprehension to write well,
writing therefore
essays lecturers
summing emphasize
up the classes.that active tools, such a
Interactive
14 classes is essential,
participation inNorwegian andare
app Kahoot, even more
often so:during
used drawing conclusions,
classes critical thinking,
and for monitoring their effectiveness.
reading comprehension and many
Quite writingcourses
essaysatsumming
OsloMetuparetheconnected
classes. Interactive tools, such
with the business a or have been
sector
Norwegian appdesigned
Kahoot, in
arecooperation
often used with
during classesstakeholders.
external and for monitoring their effectiveness.
In this respect, apps which introduce virtual
Journalism students must be able to write well, therefore lecturers emphasize

that active participation in classes is essential, and even more so: drawing con-
clusions, critical thinking, reading comprehension and writing essays summing
up the classes. Interactive tools, such a Norwegian app Kahoot, are often used
during classes and for monitoring their effectiveness.
Quite many courses at OsloMet are connected with the business sector or
have been designed in cooperation with external stakeholders. In this respect,
apps which introduce virtual world to education are fairly popular, for instance
Second Life and currently Kitely app. They offer more direct, albeit still virtual,
contact with the lecturer and other members of a group participating in a given
class. Kitelyinapp
participating is especially
a given popular
class. Kitely at teaching
app is especially courses
popular in science
at teaching andinmedicine,
courses science and
but also courses in social sciences are run in the virtual world. The pandemic
medicine, but also courses in social sciences are run in the virtual world. The pandemic
accelerated the development of courses and training offered in this system.
accelerated the development of courses and training offered in this system.
Figure
Figure4.4.Main
Main page of the
page Kitely
of the application
Kitely application
Source: http://kitely.com (retrieved: May 25, 2022).
Source: http://kitely.com (retrieved May 25, 2022).
What is characteristic of OsloMet is that each course is based on practical issues and
What
learners areisencouraged
characteristic ofon
to work OsloMet is that
their own, each
analyse course
case studiesisand
based on practical
participate in online
issues and learners are encouraged to work on their own, analyse case studies
conferences (this refers particularly to Master’s and PhD courses). In the practice of teaching
and participate in online conferences (this refers particularly to Master’s and
higher years of students, such apps as Slack, Brightspace, Blackboard, Socrative, Jamboard and
PhD courses). In the practice of teaching higher years of students, such apps as
Pitch2peer are used. In
Slack, Brightspace, the case of Socrative,
Blackboard, the last app, interactive
Jamboard andclasses are taught,
Pitch2peer are direct
used. peer
In
assessment
the case ofisthe
possible, the app
last app, cooperatesclasses
interactive e.g., with
areMoodle
taught,and Canvas,
direct peerandassessment
interactive work
is
possible, the app cooperates e.g., with Moodle and Canvas, and interactive work
groups can be organized. Pitch2Peer is a web platform which can easily be connected to a digital
groups environment
learning can be organized. Pitch2Peer
(Blackboard, Canvas,is a web platform
Brightspace whichcan
etc.). Learners canbeeasily
askedbe con-
to submit
nected to a digital learning environment (Blackboard, Canvas, Brightspace etc.).
creative film, blogs and presentations, and can be allowed to review each other’s works.
As OsloMet lecturers say, there is a need for constant innovation, flexibility, discovery
15
of something new, adaptation of young people and senior lecturers to the new conditions of
work, cooperation in groups, but also tangible work of students and lecturers that will lead to
fulfilment of the formal requirements for course completion. A network of people, ideas and
Lidia Pokrzycka
Learners can be asked to submit creative film, blogs and presentations, and can
be allowed to review each other’s works.
As OsloMet lecturers say, there is a need for constant innovation, flexibility,
discovery of something new, adaptation of young people and senior lecturers
to the new conditions of work, cooperation in groups, but also tangible work of
students and lecturers that will lead to fulfilment of the formal requirements for
course completion. A network of people, ideas and resources must be created
to stimulate staff and students to changes and innovations. Teaching should be
convergent with the research carried out at the university and be useful for both
internal and external purposes (for external stakeholders). Teaching effects can
provide a chance to transfer experiences and share knowledge also with entities
which are not directly related to students’ progress. Significant issues are values
and results which will foster long-term development of the university and the
cooperating companies; close relations between university authorities, external
stakeholders and lecturers; participation in innovative projects; joint discovery
of interactive tools (by university teachers and students); and development of
a network of connections between the university and external environment.
There must be organisations within the university’s structure which promote
its development and modern teaching methods.
Erika Gubrium, professor of Social Work, Child Welfare and Social Policy,
claims that, although e-learning at OsloMet is based on Canvas, there is also
considerable emphasis on support and dialogue between students and teachers
also via other apps. Furthermore, clear and practical individual and group tasks
are assigned, there is regular feedback – solutions to research problems are
sought; students learn critical thinking, self-evaluation and peer assessment.
Another important element is a research project summing up the semester.
The Padlet application is often used during practical classes that require
group work. Below are some examples of the use of this program during the
classes.
In addition, Padlet is often used: it contains plans of classes, order of topics
to be discussed, case studies, exercises, information sources, guides with hints
and project templates. During remote classes, students also learn how to carry
out in-depth interviews and how to construct scientific papers and publications.
Practical discussion of the outcomes of students’ works takes place in groups
after the works have been given individual peer assessment. The best projects
are presented at a group forum as a kind of case studies.
After correction, the works can be sent for peer reassessment. At the end
of the classes taught by Erika Gubrium, students choose one grade given by
16
research problems are sought; students learn critical thinking, self-evaluation and peer
assessment. Another important element is a research project summing up the semester.
The Padlet application is often used during practical classes that require group work.
Below are some examples of the use of this program during the classes.
Figure
Figure5.5.Sample
Samplecontent of the
content of Padlet table board
the Padlet
Source: Erika Gubrium archives.
Figure 6. An example of using the Padlet application

Figure Erika
Source: 6. An Gubrium
examplearchives.
of using the Padlet application
In addition, Padlet is often used: it contains plans of classes, order of topics to be
them, present
discussed, arguments
case studies, in favour
exercises, of it, discuss
information sources,itguides
in thewith
group and
hints andsum up the
project templates.
accuracy of opinions. Finally, students prepare an individual 10-page research
During remote classes, students also learn how to carry out in-depth interviews and how to
paper and select four topics for analysis (out of research questions and project
construct
concept,scientific
literaturepapers andscientific
review, publications. Practical discussion
observations of the
and notes, outcomes
interview of students’
guide-
lines and
works takesin-depth interview,
place in groups aftertranslation
the works haveof abeen
scientific
given text, analysis
individual peerbased on The
assessment.
theory
best andare
projects conclusions
presented atofa agroup
young researcher,
forum in-depth
as a kind of analysis). Next, they
case studies.
examine them on the basis of available resources and own thoughts, and they
extend the context of the studied problem. The teacher monitors their progress
on an ongoing basis.
17
construct scientific papers and publications. Practical discussion of the outcomes of students’
works takes place in groups after the works have been given individual peer assessment. The
best projects are presented at a group forum as a kind of case studies.
Lidia Pokrzycka
Picture 7. Portfolio of assignments

PictureErika
Source: 7. Portfolio
Gubriumofarchives.
assignments
After correction, the works can be sent for peer reassessment. At the end of the classes
taught by Erika Gubrium, students choose one grade given by them, present arguments in favour
Results of a survey conducted among students at OsloMet
of it, discuss it in the group and sum up the accuracy of opinions. Finally, students prepare an
The visit to Oslo Metropolitan University was concluded with a survey conducted
among 20 students of Master’s degree course in social sciences, who completed
modules at their last year of studies entirely in distance learning (due to the
coronavirus pandemic). The examined sample is not large, but the number of
students at particular years is small, so the research covered ca. 85% of all
students of the final year of Master’s degree course in social sciences.
The first question of the questionnaire was about what factors could most
encourage the student to participate in didactic classes conducted via the In-
ternet? The respondents had the option of multiple choice of answers.
Table 1. Question 1. What factors could most encourage you to participate in didactic classes
conducted via the Internet? (Select any number of answers.)
Freely chosen learning time 20 votes

Individual mode / pace of learning 18 votes
Interactive, personal contact with the lecturer 5 votes
Financial reasons (travel costs) 16 votes
Other –
Source: Author’s own research.
18
The answers emphasise that in e-learning it is important to be able to choose

the time of education, individualisation of teaching, but also financial factors.
Interactive contact with the lecturer remains in the last place, due to the fact
that students prefer direct contact.
In open-ended question 2, the author asked: What factors, in your opinion,
may make it difficult to use classes conducted by the Internet in your field of
study? The students replied as follows: “Work, not motivated, clashes with oth-
er courses”; “Tiring staring into a screen”; “Lack of motivation when no social
contact with my peers (physical meeting)”; “The creative part, when we have to
discuss, draw and think together”; “Informal exchange in the learning process”;
“I do not have a problem with online classes, only thing is that I am missing out
of the social part with my wonderful class”. The most common response was:
“Easily disturbed sitting home”; “Bad for the mental health” – these responses
were repeated in over half of the surveys.
In question 3 (multiple choice) it was asked what form of didactic classes,
in the student’s opinion, was suitable for teaching via internet. All respondents
emphasized that e-learning is appropriate for lectures. Voices were split for
seminars and practical classes exercises, while no one selected laboratories.
Table 2. Question 3. What form of didactic classes, in your opinion, is suitable for teaching via
the internet? (Select any number of answers.)
lectures 20 votes
seminars 14 votes
practical classes exercises 12 votes
laboratories –
The next questions were linked with each other due to the time of the pan-
demic. Students were asked which forms of activity on the e-learning platform
were the most useful – question 4 – and how the respondents rated the quality
of online classes – question 5.
It turns out, therefore, that the most useful activities on the e-learning plat-
form are related to requests, the possibility of posting files with documents and
participation in discussion forms. The option to post links to external websites
was the least popular.
19
Lidia Pokrzycka
Table 3. Question 4. Which forms of activity on the e-learning platform are the most useful?
(Select any number of answers.)
Request 20 votes
Discussion forums 15 votes
Files with documents 20 votes
Website (links) 5 votes
Others –
The answers to question 5 were quite similar. Eighteen people assessed the
teaching in remote form as good. It was emphasised that it was important to
have flexibility in the forms of such teaching, the lack of costs related to travel to
classes, as well as the possibility of self-acquiring knowledge in a timely manner.
Two people wrote: “I rate it low. Lecturers often stressed and not concentrated.
Level of the education was low” and “I think it was one of the best solutions, to
have a hybrid. We wrote our name on a list if we wanted to attend. Myself, I get
a bit tired of being in classes a whole week, so it was perfect for me to attend
2–3 times classes at school, and also stay at home sometimes”.
The next question was about what learners liked about e-leaning platforms.
Sixteen people emphasized that they like very much the fact that all materials
related to the classes are placed in one place, additionally synchronous connec-
tions are also possible, as well as ensured interactivity, also through discussion
forums. Three people particularly appreciated the fact that important events in
the course were recorded in the calendar posted on the platform. One person
wrote: “I like it, but it can be boring or messy if we are doing it for too long”.
Question number 7 was formulated as follows: “I do not like in the e-learn-
ing platform...”. In this case, the voices were quite divided. Some emphasised
that they were disturbed by technical problems (12 people), the teachers use
it in different ways, so it’s not that good system with every teacher (3 people);
no breaks to talk about loose things with colleagues from the group and the
lecturer, no direct contact (3 people); learning on the platform is tiring when
it exceeds an hour (2 people).
Question number 8 concerned the respondents’ possible plans to learn in
the e-learning or blend-learning system in the future. The results of the survey
are shown in Table 4. The respondents added that e-learning was very good
for improving qualifications in other universities around the world, new de-
velopment prospects are opening up, 3 people prefer teaching in the form of
20
blended learning, which seems to be more effective. One person indicated that
he would not participate in future e-learning classes due to insufficient contact
between students and the teacher.
Table 4. Question 8. In the future, do you plan to learn in a remote e-learning / blended learning
system? Why yes/no?
YES 19 votes
NO 1 vote
Summing up the results of the questionnaire survey conducted among 20

students of Master’s degree course in social sciences, it can be claimed that,
in general, they are quite satisfied with e-learning classes. On the other hand,
they miss direct contact with the teacher and their classmates, and sometimes
classes are too long/grouped in two-week modules which are not conducive
to effective work. However, in the conclusions to the questionnaire, almost all
students claimed that in the future they would want at least a part of their
studies or professional work to be done in the remote formula in order to save
time and money.
E-learning at OsloMet is conducted professionally, even though there are
still teachers who are considered the leaders of innovative teaching, while the
majority of the university staff prefer direct face-to-face teaching, and they
seldom participate in courses on e-learning and use of various teaching apps.
As OsloMet teachers claim, the pandemic did not contribute to significant
development of e-learning in Norway. Synchronous connections (usually via
Zoom) are still considered the basis of distance learning, while apps, project
tasks and implementation of teaching innovations in practice are regarded as
the speciality of researchers dealing with such issues also as part of their sci-
entific work (which is still rare). During the study visit the author found that
OsloMet is considerably interested in educational innovations, but older lectur-
ers are rather reluctant to devote their time to development of their teaching
skills. The future belongs to innovators and scientists who deal professionally
with popularization of innovative methods of working with young people at
all stages of education.
21
Lidia Pokrzycka
RERFERENCES
Amzalag, M., & Shapira, N. (2021). Improving Intergroup Relations Through Online Contact. The
International Review of Research in Open and Distributed Learning, 22(1), 111–134. DOI:
https://doi.org/10.19173/irrodl.v22i1.5098.
Clark, R.C., Mayer, R.E. (2016). E-learning and the Science of Instruction. Proven and De-
signers of Multimedia Learning. New Jersey: John Wiley & Sons. DOI: https://doi.
org/10.1002/9781119239086.
Delgado, H., Delgado, M., & Hilton III, J. (2019). On the Efficacy of Open Educational Resources:
Parametric and Nonparametric Analyses of a University Calculus Class. The International
Review of Research in Open and Distributed Learning, 20(1), 184- 203. DOI: https://doi.
org/10.19173/irrodl.v20i1.3892.
Fisher, M. (2003). Designing Courses and Teaching on the Web. A “How To” Guide to Proven.
Innovative Strategies. Oxford: Scarecrow Education Toronto.
Hasani, L.M., Santoso, H.B., & Junus, K. (2022). Designing Asynchronous Online Discussion
Forum Interface and Interaction Based on the Community of Inquiry Framework. The
International Review of Research in Open and Distributed Learning, 23(2), 191–213. DOI:
https://doi.org/10.19173/irrodl.v23i2.6016.
Horton, W. (2006). E-learning by Design. San Francisco: Pfeiffer.
Laurillard, D. (2012). Teaching as a Design Science. Building Pedagogical Patterns for Learning
and Technology. New York: Routledge.
Marciniak, R., & Cáliz Rivera, C. (2021). A System of Indicators for the Quality Assessment of
Didactic Materials in Online Education. The International Review of Research in Open and
Distributed Learning, 22(1), 180–198. DOI: https://doi.org/10.19173/irrodl.v22i1.5069.
22
EWA BULISZ II
The Use of Visual and Interactive Communication

in E-learning Through the Example
of Oslo Metropolitan University
ABSTR ACT
The aim of the article is to present selected e-learning tools used at Oslo Metropolitan
University. The research focuses on tools that use visual and interactive communication
between the tutor and the student. The article is educational in nature and proposes the use
of innovative teaching methods in undergraduate, graduate and doctoral studies.
Keywords: e-learning, visual communication, interactive communication, innovative

teaching methods, OsloMet.
Introduction
C urrently, a rapid multimedia revolution can be witnessed, which offers new

possibilities of using visual and interactive communication (Wojtak, 2006)
in e-learning. As with all technological advances, the advent of the digital age
faces obstacles. Particular criticism is caused by the increasing domination of
the image over language (Hopfinger, 2013) and the interaction with the use
of artificial intelligence in the form of computers (notebook, smartphone) and
the Internet instead of direct communication (Jamieson, 2007).
Many researchers, including Lidia Pokrzycka (2013, 2018, 2019), have
been trying to oppose this post-thinking, in which education is confined to the
walls of the university. Numerous studies have signaled the need to abandon
old teaching patterns in favour of innovative methods using new technologies.
Since the outbreak of the COVID-19 pandemic, there has been no doubt that
e-learning is needed at every stage of education. In this article, the possibilities
23
Ewa Bulisz
offered by visual and interactive communication used in e-learning will be

presented through the example of innovative educational tools used at Oslo
Metropolitan University1.
The multimedia revolution in teaching
The invention of print, the advent of the press, radio, telephone and television
were all seen as advances in spreading communication. Today, a new commu-
nication revolution is taking place which uses new technologies to combine
words, sounds and images as well as create simulated and virtual reality. The
digitization of all media and the possibility of creating imaginary entities helps
in the development of abstract and creative thinking and, above all, encourages
critical thinking. These skills are especially valued in the dynamically changing
labor market (Mateńko, 2017). The gap between skills the students learn and
the ones they will need after graduation is becoming more and more notice-
able. The current teaching methods are not able to prepare for work, which is
dominated by new technologies.
Education in Oslo Metropolitan University (OsloMet) is part of the 21st Cen-
tury Skills recommended in the 2016 report prepared by the Word Economic
Forum, according to which 10 most important skills for the future include:
1. Analytical thinking and innovation
2. Activ learning and learning design
3. Complex problem solving
4. Chritical thinking and analysis
5. Creativity, originality and initiative
6. Leadership and social influence
7. Technology use, monitoring and control
8. Technology design and programming
9. Resilience, stress tolerance and flexibility
10. Reasoning, problem solving and ideation2.
Innovative teaching methods are necessary in order to develop such broad
range of skills. That is why e-learning in OlsoMet is based on 4 actions: ac-
1
The article is based on a study visit at Oslo Metropolitan University April 25–29, 2022.
“Innovative Teaching Methods. Project Management in Practice”.
2
https://oslomet.instructure.com/courses/23452/pages/21th-century-skills?module_item_
id=399410 (retrieved April, 26, 2022).
24
tion-based exploration; action-based knowledge; action-based dissemination;

action-based production.
OsloMet uses a variety of technologies for educational purposes. E-learning
relies primarily on the Canvas platform, combining it with other digital tools. In
addition, tools such as EndNote, Inspera, Office 365, Studentweb, Zoom are used.
Teachers are provided with technical support, which makes it easier for
them to implement their curricula. Sharing knowledge between the lecturer and
the student is not only the main task but it also enables the flow of new ideas,
information and resources between all university staff. E-learning at OsloMet
is based on the following principles:
• Close to those we are there for, the teachers;
• Outreach activities;
• High level of service;
• Participates in and initiates projects;
• Explores digital tools with teachers;
• Building networks across the organization3.
The goal of e-learning at OsloMet is to activate students. The teaching pro-
cess is decentralised, i.e., the role of the teacher changes and he or she is no
longer a single source of knowledge. The role of the teacher is to organise the
teaching process itself. Moreover, the use of new teaching tools reduces the level
of formalisation between the teacher and the student. The emphasis is placed
on collaboration, integration and mutual learning.
Designing the learning process must be in line with the expected learning
outcomes, therefore the learning process at OsloMet considers the following
questions: What will be a sufficient and clear evidence of the student’s com-
petence? What kind of tasks connect the learning activities to the learning
outcomes? How do the tasks and assignments give focus to the learning activ-
ities? What criteria be assessed the assignments and their quality by? Can the
assessment distinguish between the students who really understand and those
who only seem to understand? Do I know why the students fail? As a result,
teachers can plan their classes correctly.
3
https://oslomet.instructure.com/courses23452/pages/21th-century-skills?module_item_
id=39941 (retrieved April 26, 2022).
25
Ewa Bulisz
Visual and interactive communication
With the advent of the multimedia era, the interest in visual communication has
increased (Osińska et al., 2017). Today it is a broad discipline covering various
visual materials, both static and dynamic images, such as drawings, photos
(Szylko-Kwas, 2013), graphics, videos (Duszyk, 2013), mind maps, charts, memes,
infographics (Płaneta, 2003), instructions (Hopfinger, 2013). Communication by
means of images is an important educational method. The use of the visuality
strategy in didactics increases the effectiveness of teaching (Stradomska, 2022),
empathy.
generates They make itinvolvement,
greater easier to demonstrate a design,
helps to process,complex
understand operation,and
explain an exercise.
complicated
messages,films
Moreover, suchcanasbenumerical data, typologies
a source of research and categorisations,
material: statements, todiscussions.
lectures, debates, compile,
organize and compare various results.
At OsloMet, teachers receive the following short instruction to help them understand step-
by-step howistoespecially
Video attractive
design a class and effective
using visual in education.
communication: Film materials,
identify current by
topics, identify
combining theory with practice, can increase students’ engagement. They attract
important researcher and others who can shed light on the topic, identify focus area or person,
more attention with their dynamics, movement and colours. As a result, it is
search
easierfor
tovideos by using
assimilate, keywords, names
understand or filters, make
and remember an overview
various of current
elements. Videosmaterial,
can
choose
evoke the best (preferably
greater emotionsshortest) video4.
and additionally develop empathy. They make it easier
Figure
Figure1.1.Presentation
Presentationof Technology – enhanced
of Technology teaching and
– enhanced learning
teaching in higher
and education
learning by Wilfried
in higher Admiraal
education by
Source:
WilfriedPhoto of the presentation slide by Ewa Bulisz (retrieved April 28, 2022).
Admiraal
Source: Photo of the presentation slide by Ewa Bulisz (retrieved April 28, 2022).
26 As some researchers note, visual communication can strengthen research directions in

which new ways of creative thinking are highly desirable - ranging from technical and social
sciences, through new and traditional arts, to media studies (Williams & Newton, 2009).
to demonstrate a design, process, operation, explain an exercise. Moreover, films

can be a source of research material: statements, lectures, debates, discussions.
At OsloMet, teachers receive the following short instruction to help them
understand step-by-step how to design a class using visual communication:
identify current topics, identify important researcher and others who can shed
light on the topic, identify focus area or person, search for videos by using
keywords, names or filters, make an overview of current material, choose the
best (preferably shortest) video4.
As some researchers note, visual communication can strengthen research
One of the multimedia tools used in OsloMet
directions in which new ways of creative thinking are highly desirable - ranging
ThingLink.
from technical and social sciences, through new and The program
traditional arts, to was created in 2010 by
media
studies (Williams & Newton, 2009). Koivula, who, while doing her PhD, came up w
information and links into one visual collection
communication platforms, ThingLink is ad-free
ThingLink
One of the multimedia tools used in OsloM-

et’s e-learning to create teaching materials is
ThingLink. The program was created in 2010
by a Finnish company. Its creator is Ulla Maaria
Koivula, who, while doing her PhD, came up
with the idea of combining various pieces of
information and links into one visual collec-
tion. Unlike many widely available audiovisual
communication platforms, ThingLink is ad-free
and available free of charge.
Today, ThingLink is used to create interac- Figure 2. Official logo of ThingLink
tive visual messages using images: static pho- Figure
Source 2. Official logo of ThingLink
https://www.thinglink.com/scene/72804436278876
tos, 360° photos, movies, 360° movies, sounds, Source https://www.thinglink.com/
scene/728044362788765696 (retrieved
virtual tours, 3D models, simulated reality and August Today, ThingLink is used to create inter
22, 2022).
access in the form of digital photos to places photos, 360° photos, movies, 360° movies, soun
in the real world. It is dedicated to teachers, coaches, students and employees
and access in the form of digital photos to place
of various companies, institutions and organizations. In 2018, ThingLink was
coaches, students
awarded UNESCO ICT in Education Prize for its innovative use of and
newemployees
technol- of various comp
ThingLink was awarded UNESCO ICT in Ed
technology5. The official ThingLink website offe
4
of teaching and business materials.
https://oslomet.instructure.com/courses/23452/pages/video-stories-in-education?mod-
ule_item_id=399795 (retrieved August 22, 2022).
After creating an account and logging in to
creating an interactive composition.27
Its purpose
materials into one image, which can take the sha
or 360° movie. Then, any number of tags (icons)
Ewa Bulisz
ogy5. The official ThingLink website offers an online course preparing for the
creation of teaching and business materials.
After creating an account and logging in to www.thinglink.com, the user can
proceed to creating an interactive composition. Its purpose is to integrate vari-
ous text, audio and visual materials into one image, which can take the shape of
a photo, movie, 3D model, 360° image or 360° movie. Then, any number of tags
(icons) can be added to it, referring to information in various files: text notes,
voice recordings, music fragments, podcasts, graphic elements, photo reports,
infographics, video clips, galleries, animations, maps, tables, charts, various
websites/portals, such as Wikipedia, Google Map, blogs and other social media,
such as YouTube, Facebook, official websites of companies, organizations, in-
etc. The iconsfoundations,
stitutions, take the form etc.
of hyperlinks
The icons thattake
leadthe
the form
user toofthehyperlinks
relevant information.
that leadAfter
the
user toall
placing thetherelevant
planned information. After
icons, the creator placing
saves all thewhich
the project, planned can icons,
then bethe creator
shared with
saves the
students viaproject,
a QR code which
or sentcan
as athen
link be shared
ready with students
to be posted on a blog orviaonasocial
QR code or sent
media.
as a link ready to be posted on a blog or on social media.
Figure 3. Presentation of “Use of technology in teaching and learning at OsloMet. How DIGIN supports faculty
Figure
in 3. Presentation
preparing of “Use
for student active of through
learning technology
digitalin teaching
tools” and
by Irene learning
Lona at OsloMet.
and Camilla How DIGIN
Foss, OsloMet
Source:
supportsPhoto of the in
faculty presentation
preparing slide
forbystudent
Ewa Bulisz (retrieved
active Aprilthrough
learning 27, 2022).digital tools” by Irene Lona
and Camilla Foss, OsloMet
An important advantage of ThingLink is adaptation to the needs of the disabled, i.e., the
functions of listening to the text being read (setting the reading rate, volume level, and even
choosing a male or female voice), editing the text font (size, colour, shape). In addition,
5
ThingLink
ThingLink also contains photos
has practical of the most
functions important
such as worldtranslation
the automatic heritage sites.
of texts into more than
one hundred languages.
28
in preparing for student active learning through digital tools” by Irene Lona and Camilla Foss, OsloMet
An important advantage of ThingLink is adaptation to the needs of the disabled, i.e., the
An important advantage of ThingLink is adaptation to the needs of the dis-
functions of listening to the text being read (setting the reading rate, volume level, and even
abled, i.e., the functions of listening to the text being read (setting the reading
choosing a male or female voice), editing the text font (size, colour, shape). In addition,
rate, volume level, and even choosing a male or female voice), editing the text
ThingLink also
font (size, has practical
colour, shape). functions such as
In addition, the automatic
ThingLink alsotranslation of texts
has practical into more
functions than
such
oneashundred
the automatic translation of texts into more than one hundred languages.
languages.
Figure 4. Type
Figure of interactive
4. Type of interactive
Source: https://www.thinglink.com/user/1592684327001391105?ownerId=1592684327001391105&-
modal=create (retrieved August 22, 2022).
An interactive composition can be created from a photo taken with a phone

camera or from ready-made graphics, such as posters, drawings, caricatures,
multimedia presentations, typographies, graphs, infographics, maps, drawing
scans, comic books, screenshots. Materials can also be downloaded from the
ThingLink library. The interactive composition can be saved as a JPEG, PNG,
GIF, a PNG photo, 360° JPG photo or a virtual tour. Photos can be landscapes or
portraits of any resolution, but maximum resolution is up to 12,000 x 12,000
pixels. ThingLink ensures optimization of displayed photos on all devices and
readers: phones, notebooks and computers. The maximum video resolution is
1,920 x 1,080, and the recommended resolution is 640 x 360. ThingLink works
with video files in MP4 format, with audio files in MP4 and MP3 format, and
360° photos should be saved in JPG format and maximum resolution 8,192
x 4,096. However, the company is constantly evolving and promises that all
formats will be supported in the future.
The ThingLink dashboard makes it possible to organise visual assets into
folders, move, copy, download and delete them. The teaching materials created
can be saved as private or public resources. In addition, ThingLink has the option
- Statistics, which allows the teacher to monitor the time required by the students
to familiarise themselves with the individual elements of the interactive compo-
sition and to assess their involvement at different stages of the learning process.
29
audio files in MP4 and MP3 format, and 360° photos should be saved in JPG format and
maximum resolution 8,192 x 4,096. However, the company is constantly evolving and promises
that all formats will be supported in the future. Ewa Bulisz
Figure5.5.Presentation
Figure Presentation of “Use
of “Use technology
of technology in teaching
in teaching and learning
and learning at How
at OsloMet. OsloMet.
DIGINHow DIGIN
supports faculty
in preparingfaculty
supports for student active learning
in preparing for through
studentdigital
activetools” by Irene
learning Lona and
through Camilla
digital Foss, by
tools” OsloMet
Irene Lona
The ThingLink dashboard makes it possible to organise visual assets into folders,
move, copy, download and delete them. The teaching materials created can be saved as private
ThingLink is integrated with Canva – a comprehensive tool that allows to
or publicand
create resources. In addition,
edit images ThingLink 2022).
(Stradomska, has the option - Statistics,
It makes whichtoallows
it possible createtheinter-
teacher
active images or modify ready-made templates, adjusting them to the content
being taught. Both Canva and ThingLink have their own visual databases, so
teachers do not have to build visual assets from scratch. In addition, ThingLink is
compatible with Google+, Pixabay, Shutterstock, Photoshop, Pinterest, Facebook,
Twitter, YouTube. Saved interactive compositions can be edited at any time or
made available to students, e.g., to supplement them with new content. A very
interesting solution is the use of digital photos showing real places. Thanks to
this, students can move around the virtual environment of their future work
without disrupting the employees. ThingLink allows to create virtual scientific
journeys, which makes it possible for students to explore their knowledge on
a specific topic in a creative, attractive, flexible and effective way. At OsloMet,
new students can get to know the university through the Escape Room created
in ThingLink. The task is to solve the puzzle and find the exit route, which is
also a virtual 360° photo of the real campus of the university.
Teaching materials prepared in ThingLink give students the opportunity to
find different information on their own. Students can create interactive images
themselves, which increases the involvement in the teaching process (Jóźwik, 2017).
30
Figure
in 6. Presentation
preparing oflearning
for student active “Use technology in tools”
through digital teaching andLona
by Irene learning at OsloMet.
and Camilla How DIGIN
Foss, OsloMet
supports
Source: faculty
Photo of the in preparing
presentation forbystudent
slide active
Ewa Bulisz learning
(retreieved through
April digital tools” by Irene Lona
27, 2022).
Source:During thethelearning
Photo of process,
presentation slidestudents can decide
by Ewa Bulisz if they
(retreieved need
April 27, to learn more by discovering
2022).
more tags. In addition, the variety of codes (text, sound and visual) allows them to choose the
During the learning process, students can decide if they need to learn more
best learning method for their current purposes. ThingLink makes it possible to independently
by discovering more tags. In addition, the variety of codes (text, sound and
decide
visual)about the pace
allows themand to sequence
choose theof the acquired
best material.
learning The student
method is able
for their to navigate
current pur-
through the content that involves large amount of text and graphics.
poses. ThingLink makes it possible to independently decide about the pace and
sequence of the acquired material. The student is able to navigate through the
content that involves large amount of text and graphics.
In ThingLink, the created interactive compositions can be shared and used
by others However, it is important to make students aware of the importance
of copyright when using photography on the Internet (Zakrzewska, 2013). The
programme works like a virtual global school.
31
Ewa Bulisz
Figure 7.7.Type
Figure of tags
Types of tags
Source: https://www.thinglink.com/scene/1606329927903215617/editor (retrieved August 22, 2022).
32
In ThingLink,
However, the created
it is important to makeinteractive compositions
students aware can be shared
of the importance and usedwhen
of copyright by others
using
However, it isonimportant
photography to make
the Internet students 2013).
(Zakrzewska, aware of
Thetheprogramme
importanceworks
of copyright when global
like a virtual using
photography
school. on the Internet (Zakrzewska, 2013). The programme works like a virtual global
school.
Figure 8. Learning center ThingLink

Figure
Source: 8. Learning center ThingLink
https://www.thinglink.com/learning-center (retrieved August 22, 2022).
Figure 8. Learning center ThingLink
Source: https://www.thinglink.com/learning-center (retrieved August 22, 2022).
Figure 9. Tutorials ThingLink

Figure9.9.Tutorials
Figure TutorialsThingLink
ThingLink
33
Ewa Bulisz
Figure
Figure 10.10. 360°
360° Library
Library collection
collection Thing Thing
Link Link
Source: https://www.thinglink.com/library
Source: https://www.thinglink.com/library(retrieved August
(retrieved 22, 2022).
August 22, 2022).
Feedback
Feedback Fruits
Fruits
In the teaching process, student feedback is particularly important as it allows teachers to obtain
In the teaching process, student feedback is particularly important as it allows
better learning outcomes. For this purpose, OsloMet uses Feedback Fruits. It is an interactive
teachers to obtain better learning outcomes. For this purpose, OsloMet uses
tool integratedFruits.
Feedback with Canvas
It is anthat includes many
interactive tool activating
integrated exercises for students.
with Canvas that The tool is
includes
available free of charge
many activating to higher
exercises foreducation
students.institutions
The toolupon application.
is available freeItsofpurpose
chargeistoto
higherstudents’
identify education
needsinstitutions
and to provideupon
moreapplication.
feedback on theItslearning
purpose is to identify
process. stu-
In addition, the
dents’ needs and to provide more feedback on the learning process. In addition,
tool allows for peer review among students, thus increasing the activation and effectiveness of
the tool allows for peer review among students, thus increasing the activation
teaching.
and effectiveness of teaching.
Contrary to the traditional one-way lectures in which information comes
only from the lecturer and students are often passive in the reception of con-
34
tent, Feedback Fruits introduces omni-directional

communication – both between the lecturer and
students and between the students themselves. In
addition, the tool ensures anonymity, as a result
students may have more courage to ask a question
through Feedback Fruit than in the group forum. It
is also easier for them to express their opinion on
the work of their colleagues. Creating and receiv-
ing feedback is a very important soft competence Figure 11. Official logo: Feedback Fruits
Figure https://www.facebook.com/FeedbackFruits/photos/
11. Official logo: Feedback
desired by future employers. The tool, therefore, Source:
August
Fruits 22, 2022).
plays an important role in preparing for work. In
Source: https://www.facebook.com/
addition, Feedback Fruits generates a lot of data FeedbackFruits/photos/a.122223
Contrary to the traditional one-way lecture
that can be used in e-learning research. lecturer and students are often passive in the rece
924617431/1405397382966739
The tool makes it possible to add interactive (retrieved August 22, 2022).
omni-directional communication – both between
moments in videos such as closed and open-end-
students themselves. In addition, the tool ensures a
ed questions, single and multiple choice tests, quizzes, interactive online dis-
cussions. As a result, students need to read and mastercourageatocertain
ask a question
portionthrough
of Feedback Fruit
them to express
the material before proceeding further. Online discussion tools their
teach opinion on the work of their
critical
thinking. The lecturer’s task is limited to organizingisthe
a very important
teaching soft competence
process and desired by fu
mutual exchange of ideas through online discussions. Peer feedback
important tools also
role in preparing for work. In addition,
enable giving feedback to students’ works according to the criteria and scale
can be used in e-learning research.
introduced by the lecturer. The tool provides students with information about
The tool makes it possible to add interactive
their soft and hard skills. Data is collected and sent automatically on the basis
ended questions, single and multiple choice tests,
of a form created by the lecturer. The tool supports learning through collabo-
result, students need to read and master a certai
ration and exchange of thoughts. In addition, it helps in organizing team work
further.
on a joint project, which is another skill desired by employers. Online discussion
Feedback tools teach critical
Fruits
supports the process of using various materials, such organizing
as textthe andteaching
audioprocess
notes,and mutual excha
infographics and videos. feedback tools also enable giving feedback to stud
The official Feedback Fruits website includes, introduced
among others, comments
by the lecturer. The tool provides stude
from OlsoMet teachers6: skills. Data is collected and sent automatically on
“This tool provided a better overview of students performance and progress
The tool supports learning through collaboration a
over the duration of the course.” – Runa Oudmayer, PhD.
in organizing team work on a joint project, wh
“This tool provided a better overview of students’ performance and progress
over the duration of the course. It enabled me to tryFeedback
new methods Fruits supports the process of using var
in teaching,
prompt self-reflection on feedback, and guarantee infographics
anonymity and in
videos.
an online
platform.” – Åsmund Hermansen, associate professor.
6
https://feedbackfruits.com/peer-review (retrieved April 27, 2022).
35
Ewa Bulisz
Feedback Fruits is used in OsloMet for peer assessment and developing

students’ ability to provide qualitative feedback in the form of audio recordings
or text notes. An additional advantage is the socialization of students, encourag-
ing cooperation and integration. Students learn to accept and give critical and
constructive evaluation of their own as well as their colleagues’ work. Feedback
Fruits develops analysis, evaluation, self-reflection.
Summary and conclusions
When universities switched to distance learning, innovative e-learning tools

not only ensured continuity of learning, but also increased the possibilities
offered to organize the learning process. The main advantage of visual tools
in connection with interactive communication has become the faithful trans-
mission of information in the form of images, films and recordings via mobile
devices from anywhere in the world with the possibility of immediate reac-
tion of students in any textual or audiovisual form. Tools such as ThingLink
or Feedback Fruits help in the collection, selection and digitization of various
types of scientific materials (new media convergence). This can help students
learn more about social, technical, natural and cultural issues, as well as simu-
lated reality, which, in turn, helps them develop abstract thinking (Pokrzycka,
2021, 2022). Visual communication tools have instructional and presentation
functions, which means that students can return to the material many times,
so as not only to consolidate knowledge, but also to gain practical skills. Addi-
tionally, interactive communication tools allow for the exchange of information,
sharing of knowledge and multi-directional discussion of students’ work. The
dynamically developing educational technology (edutech) industry, using the
achievements of communication and IT research, designs and creates increas-
ingly better tools to facilitate learning and evaluate the results of the teaching
process. The combination of visual and interactive communication through
ThingLink or Feedback Fruits aims at developing critical thinking, encouraging
independent reflection, facilitating the evaluation of the results of the teaching
process, improving and accelerating the exchange of information, and activat-
ing students to explore their knowledge on their own. The benefits and risks
of ICT require additional research. It is impossible to assess the effectiveness
of visual and interactive tools in the teaching process at the moment, but high
hopes can be placed on them.
36
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id=399410
https://oslomet.instructure.com/courses/23452/pages/video-stories-in-education?mod-
ule_item_id=399795
https://www.thinglink.com
https://feedbackfruits.com/peer-review
https://www.thinglink.com/scene/728044362788765696
https://www.thinglink.com/user/1592684327001391105?ownerId=1592684327001391105&-
modal=create
https://www.thinglink.com/scene/1606329927903215617/editor
https://www.thinglink.com/library
https://www.facebook.com/FeedbackFruits/photos/a.122223924617431/1405397382966739
38
MARLENA STRADOMSKA III
“The Teacher-Leader” and “The Teacher-Boss”:

Their Influence on Student’s Motivation to Learn
ABSTR ACT
This article is a theoretical work on issues related to motivation in teaching. The article
presents issues related to two different ways of implementing the teaching process. The
teacher also has an influence on what the process looks like and what can be achieved in
this aspect. The categories of “teacher-leader” and “teacher-boss” will be discussed. The first
one focuses on the development of students in an interdisciplinary approach. The second
conveys knowledge, regardless of whether the method of communication is adequate and
understandable. The article provides ideas for building student’s motivation and contains
recommendations for people responsible the education process.
Key words: “teacher-leader”, “teacher-boss”, motivation, educational process, learning
Introduction
T he system of incentives used in school often demotivate the students and

prevent them from achieving success in learning, to make efforts to acquire
knowledge. People often deal with a “skill race”, which does not increase to
learn, but leads to unhealthy competition, creating antagonisms, interpersonal
conflicts, shaping negative personality traits (Szmigielska, 1995). The reward
system promoting the “skill race”, often imposed by teachers, reflects a negative
motivation to learn, because it encourages people to acquire new skills as a way
to avoid feeling worse than others. Others are unaware of the consequences of
this type of approach in the future. For example, the skill race is characterized
by the following features: success is defined by having good grades and getting
39
Marlena Stradomska
better results than other students; the main source of pride is to do better
than others; other students are an obstacle to success; the teacher or school
system is the judge; the mistakes are treated as a sign of stupidity. In this case,
selected ideas have been cited, however this list is not exhaustive (Stradomska
& Barłóg, 2020).
What is more, situations in which self-improvement, creativity, curiosity,
taking up new intellectual tasks, marking the “game of equal opportunities”
are rewarded. Another way of equality rules is to experience the satisfaction of
learning when students have made the effort to improve something, to complete
a specific task at a higher level. It should be emphasized that satisfaction with
a successfully completed task strongly supports possibility and strengthens
self-esteem (Stradomska & Barłóg, 2017).
This also applies to situations when others have completed the task faster
and more efficiently. The game of equal opportunities involves offering the
student various motivations to learn, taking into account their personal needs.
It is difficult to describe unequivocally which model will be more effective
when it comes to the students’ future. It is important, however, that it should
not cause the young person not to be willing to participate in the education
process at all (Stradomska, 2020).
Selected models of motivation
Motivation is a theoretical construct that explains the occurrence of a certain

behavior, its orientation and its process. In relation to school, it concerns the
subjective experiences of the student, his or her willingness to engage in lessons
and learning activities. In the relevant literature, it is possible to find various
approaches to the problem of the origin and construction of motivation.
However, in cognitive approaches to motivation, greater importance is at-
tached to the subjective characteristics of the student: needs, goals and related
thinking. One such theory of motivation is Abraham Maslow’s theory of the
hierarchy of needs. Satisfying lower needs and the emergence of higher-order
needs is the main mechanism of changes in the behavior of an individual. Maslow
argues that needs must be met in a certain order. The lowest in the hierarchy
are physiological needs (e.g. sleep, food), followed by security needs (e.g. lack
of fear), then affiliation needs (love, belonging), then the needs of respect
(achievement, prestige), and the needs of self-realization (creative expression,
curiosity satisfaction) are the highest. Translating this hierarchy of needs into
40
literature, it is possible to find various approaches to the problem of the origin and construction
of motivation.
“The Teacher-Leader” and “The Teacher-Boss”
are physiological needs (e.g. sleep, food), followed by security needs (e.g. lack of fear), then
affiliation needs (love, belonging), then the needs of respect (achievement, prestige), and the
needs of self-realization (creative expression, curiosity satisfaction) are the highest. Translating
this hierarchy of needs into school situations shows that, for example, a hungry child will find
it difficult
Figure to focus
1. Intensity of on learning
needs and assimilating
and extent thedevelopment
of personal material (Cywińska, 2012).
Figure 1. Intensity
Source: of needs and extent of personal development(retrieved June 18, 2022).
https://stevenrsouthard.com/tag/abraham-maslow/
Source: https://stevenrsouthard.com/tag/abraham-maslow/ (retrieved June 18, 2022).
However, in cognitive approaches to motivation, greater importance is attached to the

subjective characteristics of the student: needs, goals and related thinking. One such theory of
motivation is Abraham Maslow’s theory of the hierarchy of needs. Satisfying lower needs and
the emergence of higher-order needs is the main mechanism of changes in the behavior of an
individual. Maslow argues that needs must be met in a certain order. The lowest in the hierarchy
Figure
Figure 2.2.Maslow’
Maslow’ss hierarchy
hierarchy of of
needs
needs
Source: Simplypsychology, https://www.simplypsychology.org/maslow.html (retrieved June 18, 2022).
Source: Simplypsychology, https://www.simplypsychology.org/maslow.html (retrieved June 18, 2022).
Among the cognitive models of motivation, the concept of motivation by Joseph Nuttin,
school situations
in which the authorshows
presentsthat, for example,
a relational definitiona of
hungry
needs, child
seems will
to be find
worthitmentioning
difficult to
focus on learning and assimilating the material (Cywińska, 2012).
(Cywińska, 2012). Joseph Nuttin was a scholar and an author. He was active in the fields of
Amongmotivation,
learning, the cognitive models (Tokarz,
and personality of motivation, the concept
1995a). Researcher of motivation
distinguishes two basicby
Joseph
dynamisms of human activity. One, directed “towards the subject”, is focused on theofactivity
Nuttin, in which the author presents a relational definition needs,
seems to be worth mentioning (Cywińska, 2012). Joseph Nuttin was a scholar
related to one’s own development, the other, directed “towards the objects”, reflects the
and an author. He was active in the fields of learning, motivation, and person-
individual’s focus on contacts with social, cognitive and things objects. According to Nuttin,
motivation results from the individual construction of a world in which cognitive needs play an
important role, including the pursuit of growth and development, exceeding the already
41
achieved level of development (Tokarz, 1995b).
In other theories of motivation, the driving factor that determines the direction of an
Marlena Stradomska
ality (Tokarz, 1995a). Researcher distinguishes two basic dynamisms of human

activity. One, directed “towards the subject”, is focused on the activity related
to one’s own development, the other, directed “towards the objects”, reflects
the individual’s focus on contacts with social, cognitive and things objects.
According to Nuttin, motivation results from the individual construction of
a world in which cognitive needs play an important role, including the pursuit
of growth and development, exceeding the already achieved level of develop-
ment (Tokarz, 1995b).
In other theories of motivation, the driving factor that determines the di-
rection of an individual’s activity is not the need, but the specific goal to be
achieved by a person. For example, Ford (1992) developed a theory of motiva-
tion consisting of 24 goals that were divided into 6 categories. These goals are:
· emotional (e.g. peace, contentment, entertainment),
· cognitive (e.g. satisfying curiosity, finding out about something),
· subjective harmony (e.g. experiencing a feeling of harmony, experiencing
a feeling of perfect functioning),
· subordinating social relations to one’s own interests (e.g. experiencing one’s
individuality, self-determination),
· integration through social relations (e.g. fulfilling social obligations, acting
for integrity, providing social support),
· task-oriented (e.g. efficient and effective implementation of daily tasks).
Such theories of motivation often show the need to integrate many goals,
harmonizing them in such a way as to achieve most of them.
Characteristic features of the motivation to learn
Motivation to learn differs from extrinsic motivation, triggered by reinforce-

ments, and from intrinsic motivation, triggered by emotional sensations and the
pleasure that comes from doing an activity, although to some extent it applies
to both. Motivation to learn is a cognitive reaction related to assigning meaning
to the messages that the student learns and using them in the aspect of the
knowledge already possessed. The discussed motivation prompts students to
use information processing and skills acquisition strategies, so it relates to the
quality of students’ intellectual engagement in the learning process, not to the
intensity of physical effort or the amount of time devoted to completing a task.
42
Figure 3. Motivation factors

Figure 3.Source:
Motivation factors
https://www.mbaskool.com/business-concepts/human-resources-hr-terms/7312-motivation.html
(retrieved June 18, 2022).
Source: https://www.mbaskool.com/business-concepts/human-resources-hr-terms/7312-motivation.html
In the school reality, it is difficult, for many reasons, to find pleasure and intrinsic
motivation, which is related to autonomous goal setting, corresponding to personal interests.
In the school reality, it is difficult, for many reasons, to find pleasure and
Attendance at school is obligatory, teaching content is imposed from outside, achievements are
intrinsic motivation, which is related to autonomous goal setting, corresponding
assessed,
to personal which is often
interests. accompanied
Attendance by fear that
at school success will not
is obligatory, be achieved,
teaching and that
content is one
will experience public shame, because the school class is a social
imposed from outside, achievements are assessed, which is often accompanied environment. For the above-
by fearmentioned reasons,
that success intrinsic
will motivation
not be and rapture
achieved, constitute
and that one an unrealistic
will model public
experience of students’
shame,motivation,
because and theatschool
best theyclass
may is a social
concern environment.
exceptional, occasionalFor the above-men-
situations, but not everyday
tioned activities
reasons,atintrinsic
school. A motivation
more realisticand rapture
solution seemsconstitute an unrealistic
to be the desire model
to develop and maintain
of students’ motivation, and at best they may concern exceptional,
students’ motivation to learn as a means of achieving specific cognitive benefits. occasional
situations, but not everyday activities at school. A more realistic solution seems
to be the desire to develop and maintain students’ motivation to learn as a means
of achieving specific cognitive benefits.
43
Marlena Stradomska
FigureFigure
4. Theories of motivation
4. Theories of motivation
Source:Source: https://expertprogrammanagement.com/2019/06/theories-of-motivation/ (retrieved (retrieved
https://expertprogrammanagement.com/2019/06/theories-of-motivation/ June 18, 2022).
June 18, 2022).
Motivation to learn can be a general disposition as well as a state related to a specific

Motivation to learn
situation. However, canthe
referring bediscussed
a general disposition
motivation as wellpeople
to the situation, as a emphasize
state related
the to
a specific situation.
deliberate However,
involvement referring
of the student the we
in activities, discussed
demonstratemotivation
his efforts to to thecertain
master situation,
people emphasize
concepts and skills. the deliberate involvement of the student in activities, we
demonstrate his efforts to master certain concepts and skills.
The teacher in the process of learning
Motivation to learn develops gradually thanks to social and socialization influences. The role
The ofteacher
the teacherin the process
in arousing it cannot beof learningA teacher acting as a “teacher-leader”
overestimated.
creates a favorable atmosphere for shaping motivation in students. Its expression is the
Motivation to learn
transformation of thedevelops gradually
class into a social thanks
environment, thatto social
is, into and socialization
a teaching community whereinflu-
ences. The role of the teacher in arousing it cannot be overestimated.
discourse and dialogue help master and understand the material. Such a teacher encourages A teacher
acting as a “teacher-leader”
cooperation, creates
not competition, creates a favorable
an atmosphere full of atmosphere for shaping
kindness and acceptance, gives themoti-
vation in students. Its expression is the transformation of the class into
student a sense of security, motivates through encouragement, not punishment, prefers to show a social
environment, thatshares
rather than talk, is, into a teaching
power community
among students, wherehisdiscourse
does not impose and dialogue
own rules, encourages
help master and understand the material. Such a teacher encourages coopera-
tion, not competition, creates an atmosphere full of kindness and acceptance,
gives the student a sense of security, motivates through encouragement, not
punishment, prefers to show rather than talk, shares power among students,
does not impose his own rules, encourages students to took over responsibility
44
for their behavior and achievements at school. The teacher as a “teacher-leader”

considers how to help students acquire knowledge, and not what punishments
to apply if they do not achieve success, tries to present the material in an inter-
esting and clear way, present tasks that develop in children, especially critical
and creative thinking, and not only those in which the essence is to remember
and reproduce knowledge. At the same time, it justifies its requirements and
shows that they have the best interests of the child in mind. Such a teacher
knows and likes their students, has time to talk to them individually, is polite
and kind towards them. They also create the opportunity for each child to suc-
ceed by setting not only team learning goals, but also individual goals tailored
to their abilities, thus making each student in the class feel needed and safe,
which creates a favorable attitude towards school and learning. It is worth
adding that ensuring children’s success is connected with giving them tasks
that are in their area of their development (Witkin, 2000).
The teacher as a “leader” is a “learning-oriented” person who conducts
lessons focused on what the students are to learn. He or she is a person who
makes students see a task as worthwhile, who can convince students that they
can cope with it if they put a moderate amount of effort into it. With this attitude,
students discover new meanings, gather new insights, and come to new inter-
pretations. The organization of lessons is conducive to helping oneself, treating
mistakes as a natural component of the learning process and the achievement of
didactic goals. In their case, students focus on acquiring knowledge and skills,
try to reconstruct the knowledge in their minds, translating it into their own
phrases and combine it with previous knowledge, and in the case of difficulties
they seek help or persistently seek a solution to the task believing in their own
competences. Students who are guided by didactic goals are focused on learning
something new and improving their skills.
The opposite of a manager-leader teacher is a teacher who functions as
a “manager-boss”, who is “job-oriented”, does not emphasize learning, but
focuses on performing tasks at a specific time, provoking students to compete.
As a result, it creates a threatening atmosphere in which the child, often alone,
without the support of the teacher and peers, struggles with a task, often little
understood, with the awareness of failure, low evaluation, sometimes publicly
expressed. The organization of lessons is often related to show-off goals, re-
flecting the treatment of the task as a test of the ability to perform it, and not
as an opportunity to learn something. As part of these types of goals, students
focus on maintaining a good opinion of themselves and a positive image of
themselves in the eyes of others: the teacher, their parents.
45
Marlena Stradomska
Didactic community
Creating a didactic community, which is necessary in motivating students to

learn, requires as emphasized, a friendly environment, based on the communi-
ties of learners and communities of diverse groups. They favor the acquisition
of a range of competences in the framework of: peer tutoring, collaborative
learning and peer collaboration. Peer tutoring reflects relationships in which
one more experienced child is the teacher and the other the student, that is,
this interaction occurs when one helps the other by giving guidance and advice.
The difference in the level of knowledge between children is an indicator of this
type of cooperation, and the benefits are not only for the child requiring help,
but also for the child who provides it. On the other hand, collaborative learn-
ing takes place when children share tasks with each other, the performance of
which implies the achievement of a common goal. Children support each other,
because success depends on a joint effort – harmonious, motivated by a specific
goal. Peer cooperation, on the other hand, concerns symmetrical relationships
in which children have little knowledge about a specific topic, and the solution
to the problem is reached as a result of discussions and sharing their ideas. This
type of learning is of particular importance.
The above-mentioned types of children’s learning in a peer group often
interpenetrate and coexist in various situations, already at preschool age. The
child then stops thinking egocentrically as they contribute to the development
of the ability to take into account different perspectives, different points of view
and to critically evaluate their own ideas. According to J. Piaget and L. Kohlberg,
encountering multiple perspectives of looking at the same problem triggers
the need to integrate different perspectives (analyzing the situation in terms
of emotions, intentions, motives for behavior), which implies the development
of cause-effect thinking and problem-solving skills, and also divergent and con-
vergent thinking. Divergent thinking means such intellectual creative abilities
that reveal themselves to find many different solutions (fluidity and flexibility),
to explore a variety of ideas. On the other hand, convergent thinking reflects
a class of analytical processes that enable the evaluation and critical look at
the ideas created. What is more, metaphorical teaching is about “rejecting well-
worn rules and seemingly indisputable truths”. Working in a group gives the
opportunity to gather the knowledge of all participants on a given topic and
obtain an effect (taking into account average gifted individuals) that would
not be achieved in an individual activity. The essence of synectics is the search
for connections (analogies) between very distant and incompatible elements
46
or unlimited fantasizing. Looking at many aspects of reality in a new and sur-

prising way helps to analyze the problem from different, new points of view,
considering it from many angles, which makes it easier to accept and understand
someone else’s perspective.
Figure 4. Kohlberg’s Pyramid of Stages

Figure
Source: 4. Kohlberg’s Pyramid of Stages
https://studiousguy.com/kohlberg-moral-development-theory/ (retrieved June 18, 2022).
Source: https://studiousguy.com/kohlberg-moral-development-theory/ (retrieved June 18, 2022).
The attractiveness of the teaching strategy is conducive to children’s willing-

The attractiveness of the teaching strategy is conducive to children’s willingness to learn
ness to learn and to do it with pleasure. Therefore, it is extremely important to
and to do it with pleasure. Therefore, it is extremely important to improve teachers’
improve teachers’ competences in this area. It should be added that developing
the motivationinto
competences thislearn
area. is
It should be related
closely added thattodeveloping the motivation tooflearn
the individualization is closely
activities
andrelated to the individualization
assignments, among otherof activities
things and students
to help assignments, among other
struggling withthings to help
learning.
Thestudents
teacher-leader assigns
struggling with work
learning. based
The on the interests
teacher-leader of students,
assigns work based on thesets real-of
interests
isticstudents,
goals, sets
focuses ongoals,
realistic the strengths of strengths
focuses on the children,of ensures regular
children, ensures success,
regular uses
success, uses
various forms of group work to strengthen positive self-esteem, encourages
various forms of group work to strengthen positive self-esteem, encourages them to improve
them to improve their results, evaluates not the end result in comparison with
their results, evaluates not the end result in comparison with other children in the class, but for
other children in the class, but for the effort and commitment, builds faith in
the effort and commitment, builds faith in their own abilities.
their own abilities.
Summary
Summary
Summarizing, the acquisition of new knowledge and skills is an important aspect in an
interdisciplinary perspective. Therefore, shaping student’s motivation to learn as a disposition
Summarizing, thethe
and state from acquisition of new
earliest stage knowledge
of life anda skills
seems to be is an
valuable important
value. aspectthe
Undoubtedly,
in an interdisciplinary
relationship between theperspective.
student-teacherTherefore,
will have ashaping student’s
significant motivation
impact on this process.
to learn as a disposition and state from the earliest stage of life seems to be
Importantly, a “teacher-boss” or “teacher-leader” can bring a number of important values into
the student’s life. For many people, a matter-of-fact, clear approach will be more motivating,
47
but sometimes showing passion and practical skills may also be valuable in implementing
further developmental aspects – social, professional or personal.
Marlena Stradomska
a valuable value. Undoubtedly, the relationship between the student-teacher

will have a significant impact on this process. Importantly, a “teacher-boss”
or “teacher-leader” can bring a number of important values into the student’s
life. For many people, a matter-of-fact, clear approach will be more motivating,
but sometimes showing passion and practical skills may also be valuable in
implementing further developmental aspects – social, professional or personal.
It is also important in the education process to start from early childhood. It
is important to show the child acceptance. As a result, the child will feel a sense
of security, courage, acceptance, which can develop very good outcomes later
in life. An important element is to create opportunities that will foster a sense
of competence and effectiveness – it is important to base this on examples.
Another important issue is shaping a person’s self-esteem based on internal
evaluation standards, realistic orientation in the environment, accurate per-
ception of the effects of one’s own actions, taking into account the opinions of
other people. Elements related to self-esteem and the situation related to the
sense of self-control will positively affect the further functioning of a person in
a multi-faceted understanding. Generally speaking, self-esteem is a generalized
attitude towards oneself that influences mood and exerts a strong influence on
a certain range of personal and social behavior.
Additionally, it is valuable to develop a sense of control, which is an individual
human trait that can be viewed as a personality dimension that can be repre-
sented on a continuum from a sense of external control to a sense of internal
control. An entity with a sense of external control believes that the outcome
of the situation in which they find themselves depends on random factors or
other people, while a person with a sense of internal control perceives this
result as the result of their own actions. It is important that the child’s social
development and future relationships with other people develop a generalized
sense of control – with predominance of internal rather than external control.
People may believe that they are guided by themselves or that they are driven
by factors beyond their control. First, people with an inner locus of control
believe that they are in control of their lives. They are convinced that they are
able to accomplish most things themselves, mainly due to their own efforts,
work, personal influence. On the other hand, people with an external locus of
control believe that life is controlled by factors independent of their conscious,
purposeful and intended influence, e.g. fate, destiny, unconsciousness, illness
and other (Cywińska, 2012).
48
Selected practical implications
1. Attention should be paid to the student’s abilities and the real requirements
should be analyzed.
2. Teachers should consider which group they will best work with – there are
many options and levels – from schools to universities.
3. There should not be total emphasis on competition, as many people thus
give up scientific activity due to the pressures.
4. Inadequate strategies in the long term may cause a number of negative
consequences for health and life – chronic stress, cardiovascular diseases.
5. Lack of appropriate prophylaxis may lead to a lack of impulse control and
the emergence of mental difficulties.
6. Lack of appropriate countermeasures may lead to burnout, which in the
future may be related to apathy among employees.
7. Paying attention to the fact that the school situation, motivation, and obtain-
ing gratifications may have further consequences in social and professional
life.
8. Searching for developmental values important for the individual – hobbies,
passion, interests.
9. Paying attention to the individual differences of both the teacher and the
student.
10. Try different strategies of action in an interdisciplinary dimension – addi-
tional activities, school, ways of communicating with other people.
REFERENCES
Bibliography
Cywińska, M. (2012). Rozwijanie motywacji uczniów do nauki. Studia edukacyjne, 20, 154–164.
Ford M. (1992). Motivating humans: Goals, emotions, and personal agency beliefs. Sage:
Newbury Park. DOI: https://doi.org/10.4135/9781483325361.
Stradomska, M. (2020). Komunikacja w sytuacji kryzysu suicydalnego: relacja pacjent – wolontar-
iusz w placówce psychiatrycznej. In: K. Plutecka, A. Gagat-Matuła (eds.). Komunikowanie się
społeczne osób zagrożonych marginalizacją konteksty teoretyczne i praktyczne rozwiązania,
(pp. 245–262). Kraków: Wydawnictwo Naukowe UP.
Stradomska, M., & Barłóg, M. (2017). Samoocena i inteligencja emocjonalna jako indywidualne
predykatory gotowości do tworzenia rodziny zastępczej, rodziny adopcyjnej oraz postawy
względem pomocy społecznej. Kwartalnik Naukowy Fides et ratio, 1(29), 279–289.
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Marlena Stradomska
Stradomska, M., & Barłóg, M. (2020). New Technologies in Teaching – Challenges and Individual,
Group or Educational Development Opportunities. In: R. Majka, M. Różalska, A. Treska-Si-
woń (eds.). Social Responsibility of Institutions In/Ex clusions, (pp. 201–223). Kraków:
Wydawnictwo Copernicus Center PRESS.
Szmigielska B. (1995). Społeczno-uczeniowa teoria osobowości Juliana B. Rottera. In: A. Gałdowa
(ed.). Współczesne koncepcje osobowości, (pp. 9–24). Kraków: Uniwersytet Jagielloński.
Tokarz A. (1995a). Od potrzeb do projektu działania – koncepcja motywacji Josepha Nuttina. In:
A. Gałdowa (ed.). Wybrane zagadnienia z psychologii osobowości II, (pp. 88–102). Kraków:
Uniwersytet Jagielloński.
Tokarz A. (1995b). Motywacja samoistna i samoukierunkowanie – koncepcja Deciego i Ryana.
In: A. Gałdowa (ed.). Wybrane zagadnienia z psychologii osobowości II, (pp.144–161).
Kraków: Uniwersytet Jagielloński.
Witkin G. (2000). Stres dziecięcy. Poznań: Dom Wydawniczy Rebis.
Netography
Simplypsychology, https://www.simplypsychology.org/maslow.html (retrieved June 18, 2022).
Stevenrsouthard, https://stevenrsouthard.com/tag/abraham-maslow/ (retrieved June 18, 2022).
Motivation factors, https://www.mbaskool.com/business-concepts/human-resourc-
es-hr-terms/7312-motivation.html (retrieved June 18, 2022).
Theories of motivation, https://expertprogrammanagement.com/2019/06/theories-of-moti-
vation/ (retrieved June 18, 2022).
Kohlberg’s Pyramid of Stages, https://studiousguy.com/kohlberg-moral-development-theory/
50
KATARZYNA HAŁAS IV
Motivating Students in E-learning
ABSTR ACT
Student motivation is one of the key factors determining the effectiveness of education.
The nature of remote learning and indirect communication, anonymity and psychological
barriers it entails, pose new challenges for academic teachers, also in terms of encouraging
students to acquire and broaden knowledge during their studies. It seems that the basic tool
used to motivate students is evaluation. In the article tries to answer the question whether,
is this thesis reflected in reality? The aim of the article is to present the factors determining
the level of motivation in e-students, on the basis of the survey results. The paper is also
an attempt to present recommendations on tools, techniques, and methods that motivate
students and make their educational process more attractive.
Keywords: motivating students, e-learning, motivation, effectiveness of education
Introduction
M otivation is one of the key factors determining the effectiveness of edu-

cation, at various stages. The aim of the article is to present the results
of research on ways of motivation declared by students, within the context of
a specific situation, which is distance learning.
Literature provides interesting information on e-learning in a foreign envi-
ronment. A rich source of knowledge on e-learning, including academic e-learn-
ing, is the peer-reviewed e-journal “International Review of Research in Open
and Distributed Learning”. Authors can publish the results of their research
free of charge, preceded by an appropriate theoretical setting. The article “En-
hancing motivation in online courses with mobile communication tool support:
A comparative study” (Chaiprasurt & Esichiakul, 2013) compares motivation
51
Katarzyna Hałas
between groups of learners being taught through an online course based on

an e-learning system with and without the support of mobile communication
tools. The results indicate that the use of the tools was effective in improving
learner motivation, especially in terms of the attention and engagement.
The article “A Playful Approach to Fostering Motivation in a Distance Edu-
cation Computer Programming Course: Behaviour Change and Student Percep-
tions” (Pilkington, 2018) also provides valuable information. The publication
discusses the factors motivating students to participate in distance learning
activities with the use of gamification. The results of using gamification in
education are mixed, and its use is debatable.
Another interesting item on the ways of motivating in e-learning is the ar-
ticle entitled “Grit and Intention:Why Do Learners Complete MOOCs?” (Wang
& Baker, 2018). The article presents the results of qualitative research on the
reasons for participating in online courses by students from 162 countries.
One should also refer to Polish literature. The researchers have already
explored the topic of motivating students. Among the scholars who wrote
about the functions of motivation in academic didactics, there are, e.g. Maria
Porzucek-Miśkiewicz and Sonia Wawrzyniak (2018), while Anita Rawa-Koch-
anowska (2012) published papers about the ways of motivating students in
online education.
On the other hand, in the academic publishing market, there are many
scientific publications devoted to e-learning in higher education, business
education and distance learning, but from a rather theoretical and analytical
perspective. There seems to be few practical, methodological studies. E-learning
as one of the methods of higher education was researched from many different
perspectives. Researchers from various fields, including psychology, sociology,
and philosophy were interested in this form of educational process. When it
comes to Polish literature, the publication by Stanisław Szabłowski (2011)
should be mentioned. The monograph is one of the few e-learning guides for
teachers of any level. The author complements the theoretical considerations
with practical guidelines.
There are articles dealing with the subject of current trends related to the
implementation of e-learning in higher education in Polish conditions. Urszula
Ordon and Wioletta Sołtysiak (2017) write about the importance of social media
in academic e-learning, while Lidia Pokrzycka (2019) describes her experiences
related to this form of education. Based on her teaching practice at a university,
the author describes selected e-learning platforms and techniques for working
with students remotely. The practices of using e-learning platforms in higher
52
education in the context of their impact on the effectiveness of education were

described by Krzysztof Redlarski and Igor Garnik (2014).
Motivation – theoretical approach
Source literature recognizes many meanings of the term motivation. According

to one definition (Kozłowski, 2020), it is an internal process, with a specific
course of action, aimed at achieving a specific goal. Motivation mainly affects
the intensity of one’s activities aimed at achieving the goals set. Colloquially
speaking, motivation is a stimulus or a driving force for action. It includes such
phenomena as readiness to act, willingness, intention, motive for action or
a goal at which one aims (Kozłowski, 2020). According to the Słownik Języka
Polskiego (n.d.), motive is “a stimulus for a specific action”.
In the source literature, (Porzucek-Miśkiewicz & Wawrzyniak, 2018) moti-
vation tends to be divided into external and internal one. The first type is aimed
at gaining, for example, a financial prize or avoiding unpleasant consequences
of not taking an action. The source of external motivation is the environment
and social pressure. Such pressure can also be exerted by an academic teacher,
whose role is to stimulate students to achieve a specific goal.
In turn, the source of internal motivation should be sought in the system
of values of a particular person. This kind of motivation is the result of needs,
dreams, interests, ambitions and passions. The purpose of taking action is not,
for example, financial gratification, as in the case of external motivation, but
satisfaction resulting from achieving the goal. This type of motivation mainly
relates to emotional experiences and is triggered by pleasure. An important
aspect of internal motivation is the desire to broaden knowledge or to learn new
skills. The individual is creative, enthusiastically acquires knowledge and skills,
which is conducive to being satisfied with oneself. A person derives satisfaction
from the action itself, he/she does not need additional stimuli, because the final
result of this action is a reward. In relation to the Maslov pyramid, this type
of motivation can be located on the third level, in love and belonging needs.
In order to ensure the effectiveness of education, it is necessary to combine
external and internal motivation, i.e. combining the activity of an individual
with his/her focus on the result (Porzucek-Miśkiewicz & Wawrzyniak, 2018).
53
Katarzyna Hałas
E-learning – theoretical assumptions
In academic literature (Hyła, 2005; Szabłowski, 2009; Madej et al., 2016) it can
be noticed that the meaning of e-learning seems a little fuzzy. Ways of defining
this term are diverse and often cause a lot of confusion. Synonymous terms,
such as distance learning, e-education, virtual education, rapid-learning appear
in scientific studies. The common denominator of the discussed concepts is the
reference to modern information technology. It is necessary to explain how
the terminology is understood in this article. For the purposes of this paper,
e-learning is defined as one of the forms of education in which electronic media
are used. The electronic form of didactic classes is a course, defined as a form
of education performed with IT tools. It contains multimedia forms of teaching
and various e-activities of students and teachers. It may be carried out, among
others, with a use of a website (Szabłowski, 2009).
E-learning – advantages and disadvantages
This trend in education has its enthusiasts as well as its fervent opponents.
Lack of physical contact with the teacher may lead to a shift in the perception of
knowledge. Face-to-face contact facilitates obtaining contextual information and
creating rapport between the parties to the didactic process. Another strength is
the sense of self-governing one’s own development, which is crucial in the context
of motivation. Learning new skills is another factor in favor of e-learning. The
ability to select information, reflect and assess them seems essential to the infor-
mation society. Another argument put forward by the supporters of e-learning
is to make the didactic process more attractive through the interactivity of the
material and stimulating creativity (Madej et. al., 2016). One more benefit is the
removal of time and place barriers, which enables an easy access to educational
materials at every time and place, according to one’s own pace and needs. This is
of particular importance for social groups that may be excluded from the tradi-
tional learning process due to disability or place of residence (Madej et. al., 2016).
There are some limitations to the implementation of this form of education.
E-learning is associated with network dependence. It is important that teachers
are aware of such constraints. Lack of access to a computer and the insufficient
level of digital competences, although being of a paramount importance, are
often overlooked. This applies not only to lecturers, but also to students (Madej
et. al., 2016).
54
Motivation in students – a survey
The survey was conducted among 27 students of Journalism and Social Com-
munication at Maria Curie-Skłodowska University in Lublin. It was carried
out electronically and consisted of 5 closed-ended questions, 3 open-ended
questions and a report card. The aim of the study was to identify factors moti-
vating students to study and attend e-learning classes. The questionnaire was
prepared in Polish. The statements of the students were translated into English
by the author.
In the first question, the students indicated the factors that motivate them
to participate in the classes. The answers are presented in Figure 11.
What motivates you to participate in classes?
Drive for knowledge 6
Friendly atmosphere 14
Desire to develop 8
The lecturer 9
The necessity to make up for skipped classes during

9
consultation hours
Perks for 100% attendence 15
0 2 4 6 8 10 12 14 16
Number of respondents
Figure 1. Answer to question no. 1

Figure 1.
Source: Answer
Author’s to elaboration.
own question no. 1
Source: Author’s own elaboration.
The most commonly chosen answer seems obvious. Students have a pragmatic outlook
The
on the most
issue commonly
of presence chosen
in class. answer
Therefore, it isseems obvious.people
worth rewarding Students
whohave a prag-
persistently attend
matic outlook on the issue of presence in class. Therefore, it is worth rewarding
all classes in the semester, often despite the need to meet professional obligations. Students also
people who persistently attend all classes in the semester, often despite the
highly appreciate a friendly atmosphere during classes. A relaxed, stress-free atmosphere in
need to meet professional obligations. Students also highly appreciate a friendly
which studentsduring
atmosphere feel free to speak
classes. A up, without
relaxed, the fear ofatmosphere
stress-free being judged in
by which
the lecturer and other
students
feel free
course to speak up,
participants, withoutdiscussion
promotes the fear of
andbeing judgedofbyviews,
exchange the lecturer and other
which may affect the
effectiveness of teaching. Of course, it is crucial to set boundaries here – setting requirements
1
Based on questionnaires no. 1–27
and creating the appropriate distance. Only six people are motivated by the desire to acquire
knowledge, which does not engender optimism. On the other hand, it is naive to believe that
55
students learn only for themselves. The reward system seems to be a motivating factor for
students to participate in online classes. It is worth adding that participation in an online course
Katarzyna Hałas
course participants, promotes discussion and exchange of views, which may

affect the effectiveness of teaching. Of course, it is crucial to set boundaries here
– setting requirements and creating the appropriate distance. Only six people
are motivated by the desire to acquire knowledge, which does not engender
optimism. On the other hand, it is naive to believe that students learn only for
themselves. The reward system seems to be a motivating factor for students to
participate in online classes. It is worth adding that participation in an online
course often requires, in addition to participation in classes, independent work
with shared materials, during which students acquire knowledge on their own.
The next question investigates what contributes to students being active
during classes. The answers are illustrated in Figure 22.
What motivates you to be active during classes?
I don't participae actively in classes
I want to share my knowledge
Speaking up comes naturally to me (it results from my

personality)
I want to impress the lecturer
I want to impress my peers
Extra points, which may help e.g. to pass the course

without taking an exam
0 5 10 15 20 25 30

Figure 2.
Source: Answer
Author’s to elaboration.
own question no. 2
Active participation is largely determined by the personality of a given individual. Shy
Active
people participation
are reluctant to speakispublically.
largely determined by the
However, online personality
classes ofitaeasier
can make givenfor
indi-
them to
vidual.
take partShy
in a people areAn
discussion. reluctant to speak
alternative publically.
for them may be to However, onlinetoclasses
limit themselves chattingcan
without
make it easier for them to take part in a discussion. An alternative for them may
having to verbalize their thoughts. The carrot and stick approach may, in a way, work in
be to limit themselves to chatting without having to verbalize their thoughts.
motivating
The carrotstudents
and stickto participate.
approach It is important
may, to appreciate
in a way, work inthemotivating
students andstudents
their knowledge,
to
but it may alsoItbeisexpressed
participate. important in another form of reward,
to appreciate e.g. additional
the students points
and their that will contribute
knowledge, but
to passing the course. In this way, the students feel appreciated and distinguished, which may
be a Based on questionnaires no. 1–27
2
motivating factor.
In question 3, respondents were asked to tell what motivated them to study. The results
56
are shown in Figure 33.
it may also be expressed in another form of reward, e.g. additional points that
will contribute to passing the course. In this way, the students feel appreciated
and distinguished, which may be a motivating factor.
In question 3, respondents were asked to tell what motivated them to study.
The results are shown in Figure 33.
What motivates you to study?

Student card and benefits that come with it 7
Scholarship for sport, artistic and scientific achievemtns 3
Maintanance grant 1
Prestige of having an academic title 2
Health insurance 2
Higher earnings after graduating 8
Acquiring knowledge 8
Developing passions 11
Competitiveness on the labour market 5
Gaining education 17
Being a student is a valid explanation for not getting a… 5
0 5 10 15 20
Figure 3. Answers to question no. 3

Figure 3. Answers
Source: Author’s to question no. 3
own elaboration.
One of the respondents gave an open response: “I want to meet other students, have a student
One of the
life, overcome my respondents gavesocially
shyness and develop an openand response: “I want
also when it comes to meet
to passion andother
skills. stu-
dents, have athere
Unfortunately, student
was nolife, overcome
opportunity to domyso shyness andstudies,
during online developbut Isocially
still hopeand
that also
when it comes to passion and skills. Unfortunately, there was no
during master’s studies this will be able to motivate me, because for the time being I am
opportunity
to do so during online studies, but I still hope that during master’s studies this
motivated by the very fact of the possibility that the studies will be conducted face-to-face, at
will be able to motivate me, because for the time being I am motivated by the
the university or in the form of hybrid teaching”4.
very fact of the possibility that the studies will be conducted face-to-face, at
Above all, it is crucial to get an education. Therefore, it is important to transfer
the university or in the form of hybrid teaching”4.
theoretical knowledge, but only combined with practice, which will translate into
Above all, it is crucial to get an education. Therefore, it is important to
competitiveness on the labour
transfer theoretical market andbut
knowledge, highonly
earnings after graduation.
combined with Practical
practice, experience
which will
and an appropriate
translate amount of knowledgeon
into competitiveness alsothe
translates
labourintomarket
arousing interest
and highin theearnings
subject andafter
developing passion,
graduation. whichexperience
Practical is an important
andmotivating factor foramount
an appropriate respondents, as the figure also
of knowledge
translates into arousing
shows. An asynchronous interest
course intothe
may help subject
acquire and developing
knowledge, passion,
which is another which is
motivating
an important
stimulus motivating
for the respondents factor for
– students workrespondents, as themselves,
with the materials the figuretheyshows. An asyn-
can learn a
given issue step by step and adapt the pace to their abilities.
3 The on
Based fourth question is about
questionnaires the ways of motivating to fulfill the duties related to
no. 1–27
4
Based on questionnaires no. 4
studying. The results are shown in Figure 45.
57
4
5
Katarzyna Hałas
chronous course may help to acquire knowledge, which is another motivating

stimulus for the respondents – students work with the materials themselves,
they can learn a given issue step by step and adapt the pace to their abilities.
The fourth question is about the ways of motivating to fulfill the duties
related to studying. The results are shown in Figure 45.
How do you motivate yourself to study?
Pressure of family 4
I am a goal-oriented person 12
I reward myself for fulfilling tasks 3
I do the tasks to get them over with 6
I want to have high education 10
I want to have well paid job 12
I want to have good grades 2
0 2 4 6 8 10 12 14
Figure
Figure4.4.Answer
Answertoto
question no. 4no. 4
question
Source: Author’s own elabortaion.
Source: Author’s own elabortaion.
There were two open answers: “I just want to do my best to get as much knowledge out
There were two open answers: “I just want to do my best to get as much 7
of the class as possible and translate it into practical skills”6; “I am developing my passions ”
knowledge out of the class as possible and translate it into practical skills”6;
Appropriate my
“I am developing salary after graduation
passions 7
”. is an external motivator for many students. The
amount of earningssalary
Appropriate depends to a graduation
after large extent on theexternal
is an attractiveness of the job
motivator for offer.
manyTherefore,
stu-
dents.
the The amount
respondents want toofacquire
earnings depends
knowledge andtoskills
a large extent
during theiron the attractiveness
studies, which will translate
of the
into job offer. Therefore,
competitiveness themarket
on the labour respondents want to acquire
and an appropriate standard knowledge
of living in theandfuture,
skills during their studies, which will translate into competitiveness on the
as well as financial independence. Setting goals, on the other hand, makes it easier for to control
labour market and an appropriate standard of living in the future, as well as
the responsibilities.
financial Setting aSetting
independence. goal helps to organize
goals, the actions
on the other hand,taken and it
makes gives themfor
easier meaning.
to
controlThethenext question was open-ended.
responsibilities. Students
Setting a goal helpsdescribed ways of
to organize therewarding themselves
actions taken
and gives them meaning. 8
for passing an exam. Almost one third of the respondents (nine people) bought material objects
as part of the reward. Eight students9 confessed, that they drank alcohol to celebrate. Five
5
10
people
6
Baseddeclared to relax with
on questionnaires good food. Three students11 mentioned going to a party. Two
no. 9
7
Based on
respondents12 questionnaires no. 14
admitted that they like going on a trip after the exams.
Self-rewarding makes the process of achieving the goal more pleasant, supports
58
perseverance, but above all, helps to appreciate oneself. For some people, achieving the goal is
6
The next question was open-ended. Students described ways of rewarding

themselves for passing an exam. Almost one third of the respondents (nine peo-
ple)8 bought material objects as part of the reward. Eight students9 confessed,
that they drank alcohol to celebrate. Five people10 declared to relax with good
food. Three students11 mentioned going to a party. Two respondents12 admitted
that they like going on a trip after the exams.
Self-rewarding makes the process of achieving the goal more pleasant,
asupports
sufficient perseverance,
reward in itself, but
while othersall,
above need to consolidate
helps to appreciatea sense of self-satisfaction
oneself. For some and
people, achieving
celebrate the goal is aThe
their own determination. sufficient
prize is reward in itself,
an investment whileor
in oneself others need to
in a material object.
consolidate a sense of self-satisfaction and celebrate their own determination.
On the other hand, celebrating with alcohol seems to be a natural privilege of student life.
The prize is an investment in oneself or in a material object. On the other hand,
Question 6 was of a different nature than the others. Respondents were asked to indicate
celebrating with alcohol seems to be a natural privilege of student life.
disincentives/demotivators
Question 6 was of afor participating
different nature in than
onlinethe
classes.
others.TheRespondents
results are presented
were in
13
Figure
asked 5to .indicate disincentives/demotivators for participating in online classes.
The results are presented in Figure 513.
What could be a demotivating factor that discourages you

from participating in online classes?
The lecturers 1
The educational platforms do not meet my

7
expectations
No usage of activating methods 8
The belief, that online education is of a worse quality

6
than the traditional one
The fear I will not be able to cope with the technical
8
issues
No contact with the peers 12
0 2 4 6 8 10 12 14

8 Theon
Based respondents’ open
questionnaires no.answers
2–4, 8, 9,are
11,also very21important: “Approach of the lecturers to
12, 13,
9
Based onclasses
the students, questionnaires no.the
for which 5–6, 15, 16, 19,
lecturers do 20,
not 22, 23 or do not make any effort - so why
prepare
10
Based on questionnaires no. 6, 7, 10, 14, 23
14
11 the student expected to do so? ”; “the need to have a well-functioning equipment, e.g. a
are Based on questionnaires no. 7, 11, 18
12
Based
laptop, a on questionnaires
microphone”; no. 8, students’
“other 17 nonchalant approach to the subject, technical
13
problems15”.
59
It seems that motivating a student to participate in online classes is more difficult than
in the case of traditional classes, where an additional motivator may be a meeting their peers
within the university walls. It is not surprising that the respondents primarily appreciate contact
Katarzyna Hałas
The respondents’ open answers are also very important: “Approach of the
lecturers to the students, classes for which the lecturers do not prepare or do
not make any effort - so why are the student expected to do so?14”; “the need to
have a well-functioning equipment, e.g. a laptop, a microphone”; “other students’
nonchalant approach to the subject, technical problems15”.
It seems that motivating a student to participate in online classes is more
difficult than in the case of traditional classes, where an additional motivator
may be a meeting their peers within the university walls. It is not surprising
that the respondents primarily appreciate contact with their peers, which is
frequently treated as the essence of student life. Relationships acquired at
university can become a long-term bond of friendship in the future. Scientific
circles, student organizations, often non-functioning during online education,
constitute an environment that makes it possible to build a network of con-
tacts and overcome numerous barriers. Lack of contact with peers may be
a drawback of e-learning. In the case of online classes, it is difficult to ensure
unfettered contact between the parties to the educational process. When it
comes to videoconferencing tools, in order for students to contact one anoth-
er independently, it is necessary to create separate sessions, so-called rooms.
Among the respondents, there is a concern related to technical issues. Although
it seems that the current generation is proficient in Internet navigation and in
using the of technology, anyone may face difficulties. The view that distance
education is of a lower quality than face-to-face education can be applied pri-
marily to laboratory classes requiring the use of specific equipment or, in the
case of journalism, to classes using media infrastructure, e.g. a camera.
In the next question, the respondents answered whether they had a favorite
teacher, and then provided an open answer on the characteristics that a teach-
er should have in order to encourage them to participate in the classes. What
matters most are such features as: engagement understood as readiness for
discussion, preparation for classes, interest in the subject taught, willingness
to transfer knowledge, encouraging to participate. Students value the teacher’s
respect for the student very highly, which they define as: facilitating partner
discussion, lack of self-aggrandizement, discussing topics beyond the subject
of classes. The respondents willingly participate in classes during which the
instructor is kind, approachable and understanding. An important motivating
factor is the establishment of clear credit conditions and compliance with
14
15
60
these rules. A friendly atmosphere during classes and the ability to evoke cu-
riosity with a given subject, as well as transferring knowledge in a simple and
accessible way are also motivating. An important aspect of e-learning is the
use of activating methods. While within the university walls, the lecturer can
discipline students, during online classes it is difficult to determine whether
students are listening and focusing on the content discussed. Linear content
transmission may not be sufficient. A form that attracts attention and requires
the involvement of listeners is necessary16.
The eight question examines how students perceive ideal teaching activities.
The question was: Did you have your favorite classes during your studies? If
so, please explain why. It turns out that the lecturer is of special importance.
In the opinion of the respondents, he should be friendly, communicative, kind,
encourage unhampered expression of opinion and activity17. Interesting topic
of tasks and tasks stimulating creativity are also important18. The respondents
also appreciate the demanding classes. The following statement should be
quoted: “Favorite with the professor, who was very demanding, but led very
interesting”19. Not surprisingly, the respondents like to be appreciated and
noticed. This is reflected in the following response: “There are such classes in
each year. The main reason was the leading woman who noticed my talent and
knowledge that stood out from the crowd and scored it in some way, for exam-
ple, she allowed me to record a radio broadcast”20. The pragmatic approach is
reflected in the sentence “Yes, I do not remember what the subject is, but it was
generally nice, relaxed atmosphere and easy to pass, practically a formality, as
long as someone prepared it on time”21. It is also important for the respondents
to combine theoretical knowledge with practical exercises22.
Summary
Academic didactics is looking for ways to optimize the educational process. An

important role in the shape of current academic education is played by the high
16
17
Based on questionnaires no. 4–9, 11, 13–14, 16–17, 21
18
Based on questionnaires no. 2, 15, 18–19, 22–24
19
20
21
22
61
Katarzyna Hałas
motivation of students, which is more difficult to achieve in the conditions of

e-learning than in traditional education. The most important obstacle is the lack
of contact with peers. A good solution may be to assign group projects that will
force at least indirect contact between students. When it comes to motivating
students, a reward system may work, which can be implemented both in face-
to-face education within the university walls and in remote education. Students
like to be appreciated. Another important person is the lecturer, who should
involve students in classes and not only transmit the content linearly. E-learning
is a strong trend in higher education. This does not seem to be the result of
a temporary fashion, but a real trend that will only be strengthened over time.
This is facilitated by the progressive development of new technologies that give
a new dimension to academic education, so it is worth to teach the content not
only through a presentation, but also, for example, educational games. This will
create a friendly atmosphere during classes, which will significantly improve
students’ motivation to participate in online classes.
REFERENCES
Chaiprasurt, C., & Esichaikul, V. (2013). Enhancing motivation in online courses with mobile
communication tool support: A comparative study. The International Review of Research in
Open and Distributed Learning, 14(3), 377–401, DOI: https://doi.org/10.19173/irrodl.
v14i3.1416.
Górska, D. (2016). E-learning in Higher Education. The Person and the Challenges, 2, 35–43,
DOI: http://dx.doi.org/10.15633/pch.1868.
Hyła, M. (2005). Przewodnik po e-learningu. Kraków: Oficyna Ekonomiczna. Oddział Polskich
Wydawnictw Profesjonalnych.
Kozłowski, W. (2020). Motywowanie pracowników w organizacji. Warszawa: CeDeWu.
Madej, M., Faron A., & Maciejewski, W. (2016). E-learning w dydaktyce szkoły wyższej – założenia,
doświadczenia, rekomendacje. Wrocław: Wyższa Szkoła Handlowa.
Ordon, U., & Sołtysiak W. (2017). Media społecznościowe w e-learningu akademickim. Edukacja
– Technika – Informatyka, 1, 216–221, DOI: https://doi.org/10.15584/eti.2017.1.29.
Pilkington, C. (2018). A Playful Approach to Fostering Motivation in a Distance Education Com-
puter Programming Course: Behaviour Change and Student Perceptions. The International
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org/10.19173/irrodl.v19i3.3664.
Pokrzycka, L. (2019). Efektywność e-nauczania w szkolnictwie wyższym. Studia przypad-
ków. Zarządzanie mediami, 1, 15–27, DOI: https://doi.org/10.4467/23540214
ZM.18.019.10571.
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Porzucek-Miśkiewicz, M., & Wawrzyniak, S. (2018). O funkcjach motywacji w dydaktyce ak-

ademickiej. Pedagogika Szkoły Wyższej, 2, 117–130, DOI: https://doi.org/10.18276/
psw.2018.2-11.
Rawa-Kochanowska, A. (2012). Motywowanie w e-nauczaniu – z doświadczeń praktyka. E-men-
tor, 4, 40–44.
Redlarski, K., & Garnik, I. (2014). Zastosowanie systemów e-learningu w szkolnictwie wyższym.
In: B.A. Basińska, I. Garnik (eds.). Zarządzanie informacyjnym środowiskiem pracy, (pp. 77-
94). Gdańsk: Wydział Zarządzania i Ekonomii Politechniki Gdańskiej.
Szabłowski, S. (2009). E-learning dla nauczycieli. Rzeszów: Fosze.
Słownik Języka Polskiego, Motywacja. (retrieved May 29, 2022, from: https://sjp.pl/motywacja)
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doi.org/10.19173/irrodl.v19i3.3393.
63
MICHALINA IGNACIUK V
The Educational Potential

of Virtual Reality in Polish Schools
ABSTR ACT
The aim of this paper is to review and analyze educational applications in virtual reality, to
investigate the issue of availability of VR headsets in Polish schools and to study the opinions
of teachers and specialists working in educational institutions in Poland on the potential of
learning with virtual reality. The first part provides a brief history and definition of virtual
reality and the most common typology of VR in relevant literature due to the immersion
level. Then, the way in which VR technology can positively influence the learning process
was described, referring to the literature and already available research results on this issue.
Learning with VR was set in a broader socio-cultural context by referring to Generation Z and
Alpha, i.e. people who have been navigating the world of modern technology almost since
birth. It was shown that learning with traditional, instructional methods is less effective than
learning through experience, which VR allows. The next part of the paper presents a review
of games and educational applications by individual subjects/school areas and the results of
the research consisted of a quantitative study, using a survey technique.
Keywords: virtual reality, VR in education, immersion, educational games and applications,

generation Z and Alpha, learning with VR
Introduction
M odern technologies are a part of everyday life for almost everyone in

many areas of their lives – in learning, work or entertainment and leisure.
However, this paper focuses on the area of education and the use of modern
technology such as virtual reality in teaching. The pandemic and thus the re-
65
Michalina Ignaciuk
mote education contributed to the spread of digital tools in Polish education.

The results of Digital Center’s 2020 report showed the openness and readiness
of teachers to use remote education tools even after the end of the pandemic,
which was declared by up to 87% of the respondents (Buchner & Wierzbicka,
2020). However, on the other hand, the results uncovered weaknesses in the
Polish education system and indicated areas for further improvement, such as
insufficient digital competence of teachers. The period of pandemic and remote
education proved that the methods of administration proved ineffective, and it
was necessary to turn to activities that would activate students more. Although
virtual reality is still primarily associated with the entertainment industry, this
paper will show that VR can also be an effective tool to achieve educational
goals. The aim is to review and analyze virtual reality educational applications
by subject/school area, to investigate the issue of availability of VR headsets in
Polish schools and to study the opinions of teachers and specialists working in
educational institutions in Poland on the potential of learning with virtual reality.
The research group consists of teachers and specialists (of different ages and
seniority) who have VR in their institutions and those who do not have it yet.
Virtual reality in education
Virtual reality (VR) is defined as simulations of a real or imaginary environ-

ment, where a participant can both perceive and interact with the environment
(Craig, 2013). Obtaining such an effect, i.e. complete disconnection from the
environment and relocation to the virtual world, is possible with the help
of special headsets and controllers (needed to move and interact with 3D
objects). The innovative technology of virtual reality develops very dynam-
ically, and therefore there are many models of VR headsets available on the
market (both in Poland and worldwide). The most common typology of VR
made in the literature focuses on the immersion level (Choudhary & Raj, 2022,
pp. 1–2), i.e. “fully immersive”, “non-immersive”, “web-based”, “augmented
reality” and “collaborative”. The first type of VR (“fully immersive”) is based
on a high immersion level, which is the ability to interact with 3D objects in
a computer-generated world that we recognize as real and present (Brzezińs-
ka, 2020). The second type (“non-immersive”) is also called 360°VR (Kittel et
al., 2020) or “immersive video” (Panchuk et al., 2018), which uses real-world
footage filmed from a 360° camera. The participants watching real world video,
cannot interact with the environment, but the projected images are much more
66
The Educational Potential of Virtual Reality in Polish Schools
real than the computer-generated ones. Consequently, 360°VR has been labeled
as a “middle ground” between VR and existing screen-based video technolo-
gies (Kittel et al., 2020). Results from the Interactive Technologies Lab at the
Information Processing Center1 (Bohdanowicz et al, 2021) show that younger
participants (7–12 years old) rated better those applications that featured high
interactivity, thus it can be inferred that immersive devices will be of greater
interest to students. Morton Heilig (1926–1997) is called the father or fore-
runner of virtual reality for his creation in 1962 of the prototype of today’s VR,
the Sensorama (Conte, 2017). At the very beginning of the development of this
technology, he proposes, in addition to entertainment, its use in the educational
process for children (Stasieńko & Dytman-Stasieńko, 2020) Currently, VR finds
its application, among others, in medicine (Coulter et al., 2007), in rehabilita-
tion (Boone et al., 2019), in psychological or psychotherapeutic therapy, such
as treatment of claustrophobia or pain therapy (Pourmand et al., 2018) and for
the training of learners with special learning needs (Li et al., 2019). The advan-
tages of using VR for people with learning difficulties are worth mentioning:
VR creates a safe space in which participants can make as many mistakes as
they want without suffering physical consequences; this space can be created
and modified according to pedagogical needs for the learner and adjusted to
their abilities; educational content is provided through different channels,
engaging multiple senses, which increases learner engagement (Cromby et al.,
1996). VR technology is beginning to appear at a higher level of education in
Poland – students have the opportunity to learn with VR at the Wrocław School
of Banking for logistics classes and at the Leon Kozminski Academy for forensic
science classes (Mikołajczyk, 2019).
Learning and teaching Generation Z and Alpha
Learning in the traditional sense is based primarily on the reproductive acqui-

sition of knowledge, where the teacher’s role is to convey it (Babich, 2019).
On the other hand, VR allows for creative and imaginative creation, because the
VR user not only sees the discussed issues or phenomena, but also becomes
an active participant (e.g. is in the spaceship together with Neil Armstrong).
He or she learns by experiencing and interacting with objects, e.g. by conduct-
ing chemical experiments, in completely safe conditions. Brzezińska (2020,
1
Laboratorium Interaktywnych Technologii w Ośrodku Przetwarzania Informacji.
67
Michalina Ignaciuk
p. 7) writes about “the end of the age of media and the beginning of the age
of reality” which means that teaching methods involving the transmission of
content through various media will be replaced by participation. It seems that
the challenge for modern education is to create a culture of participation, i.e.
students engaged in the learning process.
VR makes it possible to be in places and at times (e.g., the depths of the
ocean) where the users would not be able to be (participate) in the real world.
This, in turn, affects emotional reaction and, consequently, better memorization.
As research results show, memorizing content using VR is more effective than
using screen-based technologies such as a computer or tablet (Krokos et al.,
2018; Dragani 2019). On the other hand, other studies show that in a lesson
using VR, students were more interested in the topic discussed and participated
with more engagement than in a lesson taught using traditional, presentational
teaching methods (Aubrey et al., 2018, p. 18). Therefore, it is worth asking wheth-
er the school as a place of teaching (and learning) for the current generations,
namely Z and Alpha, is using the most effective and appropriate educational
tools possible. Generation Z is the term for those born after 1995 (Fister Gale,
2015), (the cut-off date is still up for debate) and Generation Alpha includes
those born after 2010 (McCrindle, 2010). For the purpose of this paper, it is
worth noting especially that these are individuals who have been surrounded
by modern technologies since birth (or almost). Thus, in order to increase the
effectiveness of teaching when working with these persons, it is necessary to
keep in mind the role that modern technologies play in their lives and the way
they learn. As the author of the publication points out, it may be a good idea
to converge learning objectives, i.e. to use students’ digital competencies while
pursuing other educational goals. Following the words of Albert Einstein “I nev-
er teach my pupils, I only attempt to provide the conditions in which they can
learn” – it is the teacher’s job to create the best possible conditions for learning
(Stunża, 2017, pp. 91–92).
According to Brzezińska (2020, p. 8), “the era of media is coming to an
end and the era of reality is beginning”, which means that teaching methods
involving the transmission of content through various media will be replaced
by participation unlimited by time or space. Although VR will not solve all the
problems of modern education, as has been shown, well and skillfully used, it
can be a modern educational tool, adapted to the ways of acquiring knowledge
and skills of generations Z and Alpha, which will help students actively partic-
ipate in the learning process.
68
Review of virtual reality games and educational applications
The following is a review and analysis of games and educational applications

in virtual reality with a view to individual subjects/school areas – foreign lan-
guages, humanities, science and natural sciences, as well as physical education,
interest groups and therapeutic classes. In order to narrow down the research
scope, the conditions of their selection were defined as follows:
1. Application is in the “educational” category.
2. Application is suitable for the school age of students, i.e. it falls under PEGI
3 or 7. Pan European Game Information is a European video game content
rating system.
3. Application is available for the Meta Oculus Quest 2 device2, which is cur-
rently the most popular model of VR headsets. As reported in the latest
Steam Hardware and Software Survey data, this model of VR headsets
currently accounts for nearly half of all the VR headsets being used on the
Steam platform (47.97%)3.
4. These are not photos or videos taken with a 360° camera, but a fully im-
mersive and interactive application.
The research process consisted of reviewing the Oculus and SideQuest
platforms and searching for games and apps in the “virtual education” and
“educational” categories. The number of applications is very large (despite the
specified 4 selection conditions) and therefore the presented review (Table 1)
is still subjective in nature. Links to the source pages of the applications are
provided in the bibliographic footnotes at the end of the paper.
When analyzing the games and apps presented in the table by subject or
school area, it is important to highlight several aspects that seem to be relevant
from a pedagogical perspective. The first significant point concerns their very
high number, which means that an increasing number of people are developing
them, but also that an increasing number of users are using them. This, in turn,
raises the concern that not all games are properly created in terms of content,
but also programming, and the worse the quality of content (e.g. stuttering),
the greater the possibility of motion sickness symptoms (Brzezińska, 2020).
2
It was originally a headset model from Facebook, but with the name change to Meta, the
headsets were also renamed and are now only produced under the Meta name. In the text,
I will be using “Meta Oculus Quest 2” which is still in the public space. Read more: https://
store.facebook.com/pl/quest/products/quest-2.
3
Read more: https://store.steampowered.com/hwsurvey/Steam-Hardware-Software-Sur-
vey-Welcome-to-Steam (retrieved May 22, 2022).
69
Michalina Ignaciuk
Table 1. Educational applications review
Languages
Application Japanese in a nutshell Lost Recipes Mondly
Description “Get a glimpse of “You will cook for “You’ll get instant
Japanese through ghosts from Greek, feedback on your
this unique learning Chinese, and Maya pronunciation, sugges-
experience. Explore civilizations who long tions that enrich your
the challenges and to pass on the tradi- vocabulary, and sur-
activities crafted for tional recipes of their prises that transform
you to engage in each favorite dishes.” language practice with
topic.” Mondly VR into a one-
of-a-kind experience.”
Genres Educational Educational, Food, Educational, Produc-
Simulation tivity, Casual
Price USD 3.00 USD 14.99 USD 9.99
Humanities
Application Surrealist Persistence Anne Frank House Virtual Gallery of Art
of Memory VR
Description “Immersive Painting “Travel back to the “The VR Gallery
in a Surrealist World years of the Second includes 140 pieces by
inspired by Dali.” World War. Immerse Zygmunt Niewiadoms-
yourself in Anne’s ki, reconstructed by
thoughts on the power photogrammetry. Au-
of VR.” dio and text in Polish.”
Genres Educational, Explora- Documentary & Histo- Educational
tion ry, Educational, Movie
Price USD 3.00 free free
Science subjects
Application Mission: ISS: Quest Math World VR Faraday’s Magnets
Description “Take a trip into orbit “It’s an educational “Transport yourself
and experience life on math game that is jam back in time to 1855
board the Internation- packed with fun mini- into the lecture hall of
al Space Station!” games with challeng- Michael Faraday, the
ing math problems for experimental physicist
the whole family to who made vital discov-
enjoy!” eries.”
Genres Educational, Explora- Educational, Arcade Documentary &
tion Space/Universe History, Educational,
Simulation
Price free USD 9.99 USD 9.99
70
Natural sciences
Application 3D Organon VR Anat- Ocean Rift Star Chart
omy
Description “You can now visualize “Explore a vivid un- “Explore our Solar
the skeletal system, derwater world full of System, view constel-
muscles, vessels, life including dolphins, lations and meteor
nerves, and other sharks, turtles, sea showers in your
organs in 3D. The app snakes, rays, whales, night sky, stand in the
features an extensive manatees, sea lions footsteps of Neil Arm-
knowledgebase of ana- and even prehistoric strong & Buzz Aldrin
tomical definitions.” animals!” on the Moon, explore
Mars with the Curiosi-
ty Rover!”
Genres Educational, Medicine Educational, Explora- Documentary &
tion Travel History, Educational,
Simulation
Price demo for free USD 9.99 USD 9.99
Physical education
Application ZenVR The Climb All-In-One Sports VR
Description “With an instructor-led “Experience the “A variety of sports
classroom experience, adrenaline rush as you titles experiences -
ZenVR will teach you ascend to epic heights, Baseball, Archery,
real meditation be- explore caves. Race Ping Pong, Basketball,
yond relaxation.” against your friends’ Bowling, Badminton,
routes to compete.” Golf, Dart, Billiard,
Boxing, Tennis.”
Genres Educational, Relax- Exploration, Sports, Casual, Sports, Simu-
ation, Meditation Arcade lation
Price USD 19.99 USD USD 29.99 USD 19.99
Interest clubs
Application VRtuos Speed Cube Chess Club
Description “Just calibrate your “Learn how to solve “Select a stunning
real piano and press a cube, practice your environment and
play! It’s really easy to skills, and compete challenge your friends,
learn how to play any with others to become our AI, or one of the
song pretty fast.” the fastest cuber!” millions of Chess fans
around the world.”
Genres Educational, Music, Educational, Puzzle, Strategy
Art/Creativity Casual
Price free USD 4.99 USD 14.99
71
Michalina Ignaciuk
Therapy (for example pedagogical)

Application Virtual Speech Enhance Cubism
Description “It’s a VR soft skills “Intense games de- “Immerse yourself in
training app that’s of- signed by neuroscien- a zen environment as
fered alongside online tists to test and train you reason your way
courses to acceler- your cognitive skills, through 90 puzzles
ate learning of key including: memory, which will put your
communication skills attention, flexibili- spatial thinking skills
like public speaking, ty, problem solving, to the test.”
job interviews, and motor control, spatial
leadership.” orientation, informa-
tion processing.”
Genres Educational, Produc- Educational, Produc- Educational, Puzzle,
tivity, tivity, Casual Relaxation, Meditation
Price demo for free free USD 9.99
On the other hand, the approach of some developers, who emphasize that
a given application was created in collaboration with specialists in a given field
(e.g. Enhance), is encouraging. Many of the games mentioned already in their
descriptions indicate that they are immersive – Virtual Gallery of Art (Figure 1)
or Anne Frank House. Instead of reading about the history of Anne Frank from
a textbook or tablet, we move to the time of the Second World War and together
we learn about her history and participate in it. The creators focus primarily on
experiencing and performing specific actions, simulating them in safe conditions.
A wide range of games and applications is also faced by specialists – special
educators, psychologists or pedagogical therapists. Students with special edu-
cational needs can practice: social skills such as communication during a public
speech in the application Virtual Speech (e.g. people with autism spectrum
disorder), cognitive functions such as memory or attention in the application
Enhance (e.g. people with intellectual disabilities) or visual perception and spa-
tial imagination in the application Cubism (Figure 2) (e.g. pedagogical therapy).
It is obvious that the possibilities of using these exemplary games are wide.
Ultimately, the type of application used depends on the needs and abilities of
the student and therapeutic goals set. This in turn requires the teacher to have
at least a basic understanding of the games and applications available in a given
category. Another issue is that even the most difficult topic, e.g. physical phe-
nomena such as Michael Faraday’s concept of electromagnetism, thanks to VR
become interesting and accessible to understand, as well as engaging to play
and make positive associations with this often difficult topic.
72
Figure 1. Virtual Gallery of Art

Figure 1. Virtual Gallery of Art
Source: https://sidequestvr.com/app/667/virtual-gallery-of-art (retrieved May 26, 2022).
Source: https://sidequestvr.com/app/667/virtual-gallery-of-art (retrieved May 26, 2022).
A wide range of games and applications is also faced by specialists – special educator
psychologists or pedagogical therapists. Students with special educational needs can practic
social skills such as communication during a public speech in the application Virtual Speec
(e.g. people with autism spectrum disorder), cognitive functions such as memory or attentio
in the application Enhance (e.g. people with intellectual disabilities) or visual perception an
spatial imagination in the application Cubism (Figure 2) (e.g. pedagogical therapy). It
obvious that the possibilities of using these exemplary games are wide. Ultimately, the type
application used depends on the needs and abilities of the student and therapeutic goals se
This in turn requires the teacher to have at least a basic understanding of the games an
applications available in a given category. Another issue is that even the most difficult topi
Figure 2. Solving 3D puzzles in the Cubism application
e.g. physical
Figure
Source: phenomena
2.Author’s
Solving 3D puzzles
own insuch
elaboration. as Michael
the Cubism Faraday’s concept of electromagnetism, thanks to V
application
become interesting and accessible to understand, as well as engaging to play and make positiv
The VR participant learning a foreign language does not read the definitions of
associations with this often difficult topic.
The
individualVRwords
participant learning
but interacts a foreign
with objects language does not
or other people read thetheir
practicing definitions
skills, receiving
of individual words but interacts with objects or other people practicing their
quick feedback on the correctness of performed tasks (Mondly, Figure 3) or learns human
skills, receiving quick feedback on the correctness of performed tasks (Mondly,
anatomy on a detailed skeleton in the 3D Organon VR Anatomy application (Figure 4).
73
The VR participant learning a foreign language does not read the definition
individual words but interacts with objects or other people practicing their skills, rece
Michalina Ignaciuk
quick feedback on the correctness of performed tasks (Mondly, Figure 3) or learns hu
anatomy
Figure 3) on
or alearns
detailed skeleton
human in the
anatomy on3D Organon
a detailed VR Anatomy
skeleton application
in the 3D Organon (Figure 4).
VR Anatomy application (Figure 4).
Figure 3. Mondly
Figure 3. Mondly
Source: https://store.steampowered.com/app/1141930/Mondly_Learn_Languages_in_VR/?l=polish (retriev
Source:
May 26, https://store.steampowered.com/app/1141930/Mondly_Learn_Languages_in_VR/?l=polish
2022). (re-
trieved May 26, 2022).
Figure
Figure 4.4. Human
Humannervous
nervoussystem
systemin the 3D 3D
in the Organon VR Anatomy
Organon application
VR Anatomy application
Hence, developers imply terms such as “learning experience” or “explore” in game

74
descriptions to emphasize experiential learning opportunities. Another issue is that the
applications are very often gamified to keep the player engaged, striving for the best results
Hence, developers imply terms such as “learning experience” or “explore”

in game descriptions to emphasize experiential learning opportunities. Another
issue is that the applications are very often gamified to keep the player en-
gaged, striving for the best results while competing with others and having fun
(e.g. Speed Cube – Figure 5, The Climb). The language of games availability is
also an important issue, as the vast majority of games are developed in English,
this may be a barrier for some people, especially when it comes to working on
linguistic material – for example in pedagogical therapy for Polish students. Two
apps that are not in the “educational” category (The Climb and All-In-One Sports
VR) were intentionally included in the “Physical education” category but would
certainly work well to meet the goals of this subject, as they are in the “sports”
category. This means that a teacher who is independently looking for apps for
their students should be familiar with the specifics of their categorization. Last
but not least, it refers to the prices of apps, as most of the presented games are
paid, which can be a problem for the education system.
It is worth mentioning that the study did not include the social aspect
of virtual reality, which theoretically does not fit as such within the “school
subjects”. On the other hand, it plays an important role in the development of
VR technology and, at the same time, in the development of social-emotional
aspects of Z and Alpha generation students. Social platforms (AltspaceVR,
Bigscreen, VR Chat) provide real-time participation in events such as concerts,
exhibitions, conferences or support groups. This means that they have a huge
educational potential. An important role here is played by the created avatar
character, which is to represent us in virtual space. Interesting research results
are presented by Rosenberg et al. (2013) – respondents who performed tasks
in a virtual city by flying (like Superman) instead of using a helicopter, showed
a higher propensity for altruistic behavior in the real world. Author Figure 6
shows a meeting of a group of people with an educational and therapeutic na-
ture in virtual reality in the Altspace VR app. The meeting focused on the topic
of neurodiversity, meaning people with ADHD, autism spectrum disorders, or
dyslexia, among others. The participants were avatars from all over the world,
united by a “virtual conference room,” common interests and the desire to share
knowledge and experience with others. Despite the different nationalities of
the participants, the common language turned out to be English.
75
were avatars from all over the world, united by a “virtual conference room,” common inter
and the desire to share knowledge and experience with others. Despite the different nationali
of the participants, the common language turned out to be English.
Michalina Ignaciuk
Figure 5. Speed
Figure 5. SpeedCube
Cube
Source: https://sidequestvr.com/app/1249/speed-cube (retrieved May 26, 2022).
Source: https://sidequestvr.com/app/1249/speed-cube (retrieved May 26, 2022).
Figure
Figure6.6. Meeting
Meeting of
of aa group
group of people interested
of people interested in
in the
the subject
subject of
of neurodiversity
neurodiversityininthe
theAltspaceVR
Altspace- application
VR application
Methodology
The second stage of the research process, i.e. after reviewing the games and applications on
VR, was to conduct quantitative research. A survey technique was used with a survey
76 questionnaire as the research tool, consisting of closed questions with closed or closed-ended
questions and one open-ended question (Sztumski, 2005). The research tool was constructed
independently based on the literature analysis and the identified research questions. The study
Methodology
The second stage of the research process, i.e. after reviewing the games and
applications on VR, was to conduct quantitative research. A survey technique
was used with a survey questionnaire as the research tool, consisting of closed
questions with closed or closed-ended questions and one open-ended question
(Sztumski, 2005). The research tool was constructed independently based on
the literature analysis and the identified research questions. The study was
conducted in Polish language and then translated. The research was conducted
online, through social networking sites such as Facebook and Instagram, using
various groups for teachers. This provided an opportunity to reach respon-
dents from all over Poland. The respondents’ anonymity was maintained at
every research stage (Sztumski, 2005). Selection of the research sample was
purposeful (Sztumski, 2005), and the criterion for selection was based on
employment in an educational institution as a teacher or specialist in Poland.
The questionnaire was filled out by 129 teachers, including 107 females and
22 males. The age of most respondents was within two ranges: 26–35 years
(33.3%) and 36–45 years (38%), individuals under 25 years of age were only
1.6% of the respondents. The most numerous group of respondents (45.7%)
are those whose work experience as teachers is between 6–15 years, while the
least numerous group of respondents is those who have been working for less
than 5 years (13.2%).
The aim of surveys conducted was to find out the opinions of teachers and
specialists on the use of virtual reality in teaching. The research focused on
three main issues:
1. Availability of VR headsets in educational institutions in Poland.
2. Assessment of the possibility of using virtual reality technology in the classes
of various school subjects.
3. Assessment of the VR potential as an educational tool.
Analysis of research results
The analysis of quantitative data (Sztumski, 2005) will be carried out in

relation to the indicated 3 areas of research. The first area concerns the avail-
ability of VR headsets in educational institutions in Poland. The respondents’
answers (Figure 7) show that currently there are no VR headsets available in
the vast majority of educational institutions in Poland (70.5%).
77
2. Assessment of the possibility of using virtual reality technology in the classes of various
school subjects.
3. Assessment of the VR potential as an educational tool. Michalina Ignaciuk
It is worth mentioning that the review of games and educational applications

Analysis of research results in the first part of this paper (Table 1) assumed that they are
for VR conducted
he analysis ofavailable for the
quantitative datamost popular2005)
(Sztumski, headsets
will–be
Meta Oculus
carried outQuest 2. Interestingly,
in relation to the indicated
in Poland, among the schools that declared to have VR, also the most popular
areas of research. The first
model turned outarea
to beconcerns the availability
the Meta Oculus of VR followed
Quest 2 (55.9%), headsetsbyinClassVR
educational
nstitutions in Poland.
(26.5%).The respondents’
Teachers who doanswers
not have(Figure 7) show
VR headsets that currently
at their there
school were are ifno VR
asked
they would like to own one and interestingly enough 68.7% said yes, which is
eadsets available in the vast majority of educational institutions in Poland (70.5%).
a high result.
The second research area relates to the
possibility of using VR headsets in classes for
each school subject. As shown in the previous
analysis (Table 1), the educational content is
available for all the studied school subjects/
areas. However, according to the respondents
(Figure 7), VR as a teaching tool can be most
effective for interest clubs and for natural
sciences. The most controversial subject is
physical education, because there was a large
Figure 7. Availability of VR headsets in group of people claiming that VR was not an
igure 7. Availability of VR headsets in Polish schools
Polish schools adequate tool for teaching this subject. In
ource: Author’s Source:
own elaboration.
Author’s own elaboration. general, the attitude of the surveyed teachers
to the use of VR for learning the mentioned
school subjects is positive. This means that teachers know (or believe) that
It is worth mentioning that the review of games and educational applications for VR
VR could mean a new and better quality of teaching. According to the research
onducted in the 72.9%first of
part
theof this paper
teachers would(Table 1) assumed
recommend theirthat they are
students available
to learn usingfor
VR the
as- most
positive. This means that teachers know (or believe) that
suming that it is more effective than traditional methods. VR could mean a new and better
opular headsets – Meta Oculus Quest 2. Interestingly, in Poland, among the schools that
quality of teaching.
The last According to the research
area surveyed concerns 72.9%
the of the teachers of
assessment would
VR’srecommend
potentialtheir
as an ed-
eclared tostudents
have toVR,
learnalso
ucational the
tool.
using most popular
Respondents
VR assuming it ismodel
thatanswered turned
the outtraditional
open-ended
more effective than to bequestion
the Meta
“DoOculus
methods. Quest 2
you think
55.9%), followed that by VRClassVR
is the future of education?
(26.5%). Teachers Why?”who doUsing the categorization
not have VR headsets atmethodtheir school
were asked if they would like to own one and interestingly enough 68.7% said yes, which is a
igh result.
The second research area relates to the possibility of using VR headsets in classes for
ach school subject. As shown in the previous analysis (Table 1), the educational content is
vailable for all the studied school subjects/areas. However, according to the respondents
Figure 8. Teachers’ opinion on the potential of using VR in school subjects
Figure 8. Teachers’ opinion on the potential of using VR in school subjects
Figure 7),Source:
VRSource:
as aAuthor’
Author’s teaching
own tool can be most effective
s own elaboration.
elaboration. for interest clubs and for natural
ciences. The most controversial subject is physical education, because there was a large group
78 The last area surveyed concerns the assessment of VR’s potential as an educational tool.
f people Respondents
claiming that VR was
answered not an adequate
the open-ended question tool
“Do for
you teaching
think that this
VR issubject. In ofgeneral, the
the future
ttitude ofeducation?
the surveyed
Why?”teachers
Using thetocategorization
the use of VR for (Sztumski,
method learning the mentioned
2005), school
the responses were subjects is
(Sztumski, 2005), the responses were classified into five groups due to the
problem issues that emerged from the responses.
(1) Amount, availability and quality of hardware and apps.
“Very cool way to learn therapy, but expensive and not very accessible.”
“Have a better chance if education has access to good apps (quality, near-real-
life images, pixels, ability to experience, not just watch).” “No. High price. Lack
of training.”
(2) Preference for traditional teaching methods and digital competency
gaps.
“Teachers prefer traditional methods and don’t waste time on the attraction
of classes related to VR.” “The educational system is ossified and teachers are
not motivated enough to use VR in their lessons.” “No, because nothing can
replace learning through books.” “First we have to change the whole education
system unfortunately.” “VR gives a lot of possibilities and can indeed speed up
the process of acquiring knowledge and certain skills, but it certainly cannot
replace traditional classroom learning.” “I prefer traditions, but I know that the
introduction of VR is just a matter of time!!!” “Although I feel quite knowledge-
able and competent in the use of ‘modern’ technologies, in this case – it seems
to me that the use of this one is complicated and tiring.”
(3) New quality in teaching.
“Yes, it allows you to see and touch what you can’t show kids in regular
lessons.” “Immersion definitely enables a better educational and therapeutic
process.” “Yes, because it increases the chances for young people to engage in
learning.” “It’s primarily a move away from paper and flat images, being able to
see objects, characters, animals, their insides in 3D. Developing logical thinking
without the expense of paper teaching aids. An empty classroom, VR headsets
and the learning begins!” “Yes, because it is a tool with which we can support
the learning process in an interesting and attractive way at every stage of edu-
cation.” “Of course it is the future of education, it is a very interesting solution
and attractive to the audience.”
(4) VR as a technological gadget.
“No, VR is a gadget.” “I see it more as a form of ‘curio’ – to be used once in
a while in class.” “It can be an interesting addition, a tool that will enrich the
classes and allow us to convey new content in an unusual way.” “VR elements
in education in the future, yes, but as an enrichment of the form of learning,
not a replacement.”
79
Michalina Ignaciuk
(5) Keeping up with modern technology.

“We’re in the 21st century so the tools for the job should also be up to date
with our times.” “Everything is moving towards VR becoming more and more
popular.” “Education should be adapted to the changing reality, so VR can be the
future of education.” “Nowadays students are interacting with new technologies
from birth, so they have different needs and need different stimuli than the
teachers teaching them as they were at their age.” “There are rapid advances
in digital technology, students like it and expect it.”
The presented five different categories and sample statements of the respon-
dents show that teachers’ attitudes vary significantly. They can be described
as positive, neutral and negative. On one hand, the teachers indicate numerous
deficiencies (in financial resources of schools, in their own digital competences),
but on the other hand they declare readiness to introduce changes and openness
to new (better) solutions in teaching.
Conclusions and future work
The paper focused on the use of VR in particular school subjects in the opinion
of teachers, as well as on the availability of VR headsets in Polish schools, an
assessment of the potential of VR as an educational tool and a review of games
and educational applications. The results of this study showed that teachers
perceive great potential in the use of this technology in individual school subjects
(especially in classes such as interest clubs and for natural sciences), despite
the fact that only 27.1% of the surveyed teachers declared that there is VR in
their schools. Perhaps this means that teachers have a basic knowledge of this
technology and are aware of what benefits using it can bring to teaching and/or
are open and ready for modern teaching methods. This is confirmed by the fact
that although the majority of the surveyed teachers (55%) have not yet used
VR technology, at the same time the vast majority (72.9%) would recommend
learning through VR to their students knowing that it would be more effective
than traditional teaching methods.
The respondents also recognized problem areas in the context of using
VR in Polish schools – they pointed out “the division of teachers focused on
development and self-improvement and those who have been conveying knowl-
edge to students from the same notes for years” (Buchner & Wierzbicka, 2020,
p. 40), the digital exclusion of schools (e.g., low-quality Internet connection),
high cost of equipment, and the need to independently search for educational
80
content adapted to the age and abilities of students from among the many avail-
able applications, often paid and of uncertain quality (Mikołajczyk, 2019). The
conducted review of games and apps showed that there is indeed a great deal
of educational content, while some of it is paid, unavailable in the language or
of uncertain quality. The teacher should know what aspects to pay attention to
when choosing an app, e.g. PEGI, taking care to preserve the safety of students
and not to expose them to inappropriate content for their age. It is worth men-
tioning that despite the division into subjects/lesson areas made, the proposed
VR applications still leave many creative options in their use for educational
purposes. Interestingly, the weaknesses of the Polish education system in the
context of VR, as noted by the teachers, are very similar to those that were
mentioned in the report “Remote Education in Time of Pandemic” (Buchner
& Wierzbicka, 2020) regarding remote education. The authors of the report
noted that in the era of remote education, teacher self-help was significant, e.g.,
community groups on Facebook (often at the expense of their own free time).
In the context of VR in education also appeared such self-help groups, which
include people who want to gain or deepen knowledge about the use of VR in
education, receive content support, information on training, as well as share
their own experience and inspire each other (e.g., the Facebook group “AR and
VR in education”).
As rightly noted by the respondents, teaching methods should be selected
adequately to the needs of current students, i.e. the Z and Alpha generations. VR
as an educational tool increases the involvement of students in the course and
interest in the topic as well as allows for active participation in the educational
process, rather than just reproductive assimilation of knowledge. Interesting
research results on this issue are presented by Peng et al. (2020) indicating
that older people, strongly associated with the traditional concept of teaching,
are less willing to introduce technological innovations.
The presented research results and conclusions can be the basis for further
research exploration in this topic. Another in-depth research could be conduct-
ed among students, i.e. individuals from Z and Alpha generations, who use this
technology in school activities and their evaluation on the use of VR in education.
81
Michalina Ignaciuk
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Application Sources
VRtuos – https://www.oculus.com/experiences/quest/3827275690649134/?utm_
source=sidequest
Math World VR – https://www.oculus.com/experiences/quest/4923914040997217/?utm_
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Organon 3D – https://www.oculus.com/experiences/quest/6218475558223281/?utm_
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83
Michalina Ignaciuk
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ce=0_1951863938215666_QUESTSEARCH_38cd3720-e1e3-400e-b710-d70e26944ea9
All-In-One Sports VR – https://www.oculus.com/experiences/quest/3840611616056575/?utm_
source=oculusapplab.com
Enhance – https://www.oculus.com/experiences/quest/3696764747036091/?utm_
source=sidequest
Mission: ISS: Quest – https://www.oculus.com/experiences/quest/2094303753986147?ranking_
trace=100252698541779_2094303753986147_SKYLINEWEB_53f4803a-3aa9-4535-a611-
6ab20c5a2f71&utm_source=sidequest
Lost Recipes – https://www.oculus.com/experiences/quest/4584847304916084/?forced_
locale=en_US&utm_source=sidequest
SURREALISTa Persistence of Memory VR – https://sidequestvr.com/app/1694/surrealista-
-persistence-of-memory-vr
Cubism – https://www.oculus.com/experiences/quest/2264524423619421/?locale=pl_PL
84
PAULINA NIEDZIÓŁKA VI
The Characteristics of E-learning

in Corporation – a Case Study Based
on PZU and mBank
ABSTR ACT
Corporate e-learning is different from university e-learning. The process of creating an

e-learning training in a corporation consists of several steps, incl. the analysis of needs,
setting goals and expected results, collecting materials, preparing the initial version of the
training, testing, promotion and evaluation of training effectiveness. Characteristic features
of e-learning in corporations are encouraging employees to co-create digital education within
the organization, implementing various e-learning forms and cooperation with external
entities. Due to the lack of resources (time and money), the university to a limited extent
analyzes the needs of students, promotes digital education, engages recipients in creating
training, or assesses effectiveness. In addition, the university implements modern techno-
logical solutions to a limited extent. The cooperation of universities with external entities
occurs, but it is organized in different fields than in the case of companies.
Keywords: e-learning, corporation, creating an e-learning training, university
Introduction
C orporate e-learning differs significantly from university e-learning. I am

a student at the University of Warsaw, and at the same time I work in
a corporation as an e-learning specialist. Therefore, I observe with interest the
development of remote education in both these spaces – both in business and
at the university. As part of this article, I want to present good e-learning prac-
tices that function in corporations and compare it to the reality of university.
I believe that universities are able to draw on the experience of companies and
develop digital education to the benefit of students.
85
Paulina Niedziółka
As Edward T. Chen (2008, p. 45) from University of Massachusetts at Lowell

said:
E-learning in corporation can be defined as a type of training delivered on a com-

puter that supports an individual learning as well as organizational goals. The key
of e-learning in corporations is to reach the organizations’ strategic goals through
reliable learning. (...) The purpose of an organization in using e-learning is to help
the individual improve job performance and satisfaction, understand the job skills
and help the company create a competitive work force.
E-learning is growing rapidly within corporations. It is possible because

corporations “are utilizing it to help the individual achieve improved job perfor-
mance and satisfaction, understand the job skills and help the company create
a competitive work force. Companies need to train and educate their employees
in a cost effective, efficient, thorough manner. E-learning is providing solutions
to companies to achieve these goals” (Chen, 2008).
In the case of universities, e-learning also contributes to building a competi-
tive advantage of the school compared to other schools. As Sylwester Gregorczyk
(2010) notes, the development of e-learning must be related to the general
strategy of the university’s operation:
The consequence of such a choice will be the synchronization of e-learning with

all areas of the university. (…) This means a qualitative change in performing basic
activities related to recruitment, teaching, sharing knowledge (functioning of the
library), communication (exchange of information between course participants,
contacts with lecturers and practitioners). The online customer service channel
must guarantee reliability, high security and professionalism.
What stands in the way? The most serious limitation in the development
of e-learning is the high cost.
Methodology
As part of this work, the author wants to present good e-learning practices that
the author has observed in two large companies in Poland: PZU and mBank. PZU
SA is one of the largest Polish insurance companies, while mBank SA is one of
the main consumer banks. Both companies are publicly listed companies and
86
The Characteristics of E-learning in Corporation
therefore are required to report regularly. The annual reports of both companies
contain a lot of information, including financial results, number of employees,
but also the average number of training hours, good training practices. Both
companies employ over 8,000 employees in parent companies alone. A deci-
sion was made to conduct a case study based on these two companies due to
the fact that: (a) both companies are market leaders in their sectors; (b) have
a similar number of employees in the major companies and significant financial
capital, enabling a large budget to be located to training; (c) operate in sectors
where employees have to do a lot of training (anti-corruption, data security,
etc.); (d) most of the data on these companies is provided in annual reports;
and (e) in annual reports and social media, companies boast about their digital
education practices.
First, the author presented the process of creating an e-learning training
based on Marta Machalska’s book “Digital Learning. From e-learning to shar-
ing knowledge” (2019), supplementing the theoretical content with examples.
As we read from the cover of Marta Machalska’s book (2019), “the study is
intended for managers of all levels, people employed in human resources and
administration departments, interested in employee development in the con-
text of implementation and new challenges in line with the implementation of
the company’s business goals”. So this means that the book focuses heavily on
corporate e-learning.
In the next step, the characteristics of corporate e-learning were described
on the basis of materials from two companies: PZU and mBank. The cast study
method was used based on existing materials: reports and content on compa-
nies’ websites. On the basis of these materials and personal experience, the
author prepared the characteristics of e-learning in the corporation. The article
contains quotes written in Polish, which the author translated into English.
The final section on e-learning in university is based on the observation
of the participating author, because since 2017 she’s been a student at the
University of Warsaw.
The process of creating e-learning training
Creating an e-learning training in a corporation consists of several steps. At all

stages, the training team cooperates with substantive experts, e.g. by creating
training on the correct posture at the desk, the training team cooperates with
experts in this field. The process of creating an e-learning training is presented
87
based on Marta Machalska’s book “Digital Learning. From e-learning to shar-

ing knowledge”. Marta Machalska (2019, p. 80–81) points out, “the e-learning
training production cycle consists of five stages (…): 1. Analysis, 2. Project, 3.
Production, 4. Implementation, 5. Feedback”.
Analysis of the needs, setting the goals of the training

and the expected results
“The analysis stage requires the determination of the target group of the de-
signed materials”, it is necessary to determine who will teach whom and what
(Machalska, 2019). The training team determines what needs in the organization
are to be answered by the training and set goals for the training to achieve. This
is an important point, because the form and content of the training should fit
the purpose. The training goals allow you to plan the teaching process as well
as evaluate the effectiveness of the training at the end.
Example
The current situation in the company: We conducted a survey and found out that
65% of employees complained of back and neck pain. Workers indicated that,
in their opinion, the pain was caused by poor body posture at work.
The OHS team carried out an expert opinion on workplaces and no short-
comings in the workplace equipment were found – desks, chairs, monitors, etc.
are adapted to office work. It has been shown that the problem is incorrect body
posture of employees. Employees do not know how to adjust the height of the
chair, how far away from the monitor you should sit, etc.
Goal: To show employees how to adopt the correct desk posture and enable
them to practice it.
One month after the training, a test will be carried out to show whether the
employees know how to adopt the correct body posture. We will also check if
fewer people will complain of pain.
We set our goals as follows: (a) to make 60% of employees know how to
adopt the correct posture at the desk after the training; (b) to reduce the group
of employees complaining of pain (to a maximum of 50% of employees).
It is important to set realistic goals for yourself – it is impossible for all
employees to stop complaining of back pain. Pain that manifests itself at work
may, for example, be a consequence of a person’s biological conditions.
88
Project
After the analysis is completed, a project should be created that specifies, among
others: the production team, budget, schedule, assumptions, training concept
(Machalska, 2019). The production team includes: a trainer or expert providing
training content, methodologists (a person who knows how to create training
courses), game designer, proofreader, graphic designer, 2D and 3D animator,
programmer, tester (Machalska 2019). All these roles do not have to be filled
by the company’s employees. It may also be that the company employs content
experts and a training team, but the technical work on the training will be carried
out by the company that will be commissioned for this project.
Production
The production team knows what, how and with what it will be achieved. The
training concept should include the training structure, goals, method of achiev-
ing goals, training methods. The production team collects substantive materials
and then divides the content into important, additional and irrelevant. This
division allows you to better prepare the training. Important content should
be emphasized so that the training participant focuses his attention on it. Addi-
tional content can be described as a fun fact, and if something is irrelevant – it
can be completely skipped.
The production team has to choose the form suited to the purpose, topic and
target group. In the case of large corporations, the range of e-learning forms
to choose from is very large, including screen training, animations, interactive
documents, gamification, webinars, podcasts, movies, VR/AR, 360 movies.
Moreover, often various forms are included in one course. You can also combine
classroom training with e-learning elements.
Example
The training is to familiarize employees with the correct body posture at a desk,
and then to have them practice hands-on. We can familiarize employees with
the correct posture at the desk with an educational video showing step by
step how to adopt the correct posture. And the practical part of the training,
enabling the employee to practice adopting the correct posture, can be carried
out using VR technology, where the employee will have to properly sit at the
desk in virtual reality, and if he does not do so – the technology will guide him
step by step through this process.
89
Many companies use the services of external suppliers, e.g. companies

producing educational films or VR applications. Working with external entities,
companies draw on their experience and together refine the concept of the
training. Depending on the needs and capabilities of the company, the training
is prepared internally or outsourced.
Once the initial version of the training is in place, the production team evalu-
ates the product and has it revised as needed. At the testing stage, representatives
of several groups are involved: potential recipients, content experts, a training
team, IT. When the training is verified, it can be transferred for implementation.
Implementation – providing employees with training and promotion
When the training is ready, the company has to make the training available
to employees, i.e. recipients. An important point is the promotion of training.
Marketing team tries to present the recipients with the benefits of partici-
pating in the training. Employees should know why this training has been
prepared and what goals it achieves. Often, in the case of e-learning training,
companies promote not only a single training, but also digital education in
general, emphasizing the advantages of this solution. Keep in mind that solu-
tions such as VR are still new. Employees may have concerns about the use of
such training, so describe in detail what this training is about and why this
technology was used.
Feedback
When the participant completes the training, the training team collects feed-
back from them. Sometime after making the training available to employees,
they conduct an overall assessment of the effectiveness of the training based
on the collected data. If necessary – they introduce corrections to the training.
Example
We launched the training on proper posture in the workplace on June 1. Em-
ployees have time until June 30 to complete the training during working hours.
After completing the training, each employee receives a questionnaire where
they provide feedback. In such a survey, the employee can right after the training
indicate what he liked, what was missing, how he assesses the usefulness of
the training, form and content.
90
At the beginning of July, we collect all the answers and prepare a report
that presents the overall assessment of the training. We collect all comments
from employees and, if necessary, improve the training so that the next users
receive the improved version of the training.
To check whether the training has achieved its initial goals, at the end of July,
the company organizes a survey in which it checks whether employees know
how to adopt the correct posture at the desk and whether they still complain
about body aches.
E-learning at the university from the perspective

of a student
I noticed that the above-mentioned elements of the e-learning training devel-

opment process are typical for business organizations, but rarely occur at the
university. Describing the situation at the university, I will refer to my experi-
ence, because since 2017 I have been a student at the University of Warsaw.
Needs analysis
As a student, I rarely come across asking students about their needs regarding
both individual courses and digital education in general within the university.
First of all, there is no need for research within the university. Sometimes it
is the lecturers who take the initiative and ask the participants of the course
about their needs.
Breakdown of content into important, additional and irrelevant
Often the substantive scope of courses at the university is wide. There is a lot
of information in the class and important information is not listed.
Various forms at the university
Online courses at college mostly consist of reading texts, podcasts or short vid-
eos. Of course, this is associated with limited resources, because the university
does not have a sufficiently large budget for the development of e-learning.
91
Engaging the target audience
In my 5-year adventure at the university, I did not encounter the involvement of

students in testing e-learning training. Students can express their opinion after
completing the course or pass it directly to the staff during the course. From my
perspective, it would be worth it to show the course to at least a small group of
students before implementing it in order to hear their feedback.
Promotion
Due to the lack of resources (money and time), the promotion of training and
courses at universities is limited. The University assumes that students want
to develop and will find motivation to develop. The promotion of digital edu-
cation at universities is slowly growing, as exemplified by the activities of the
Digital Competence Center of the University of Warsaw. An interesting form
of promotion of individual classes is used by the Faculty of Sociology of the
University of Warsaw, adding information about the classes on the faculty’s
fanpage on Facebook.
Assessment of effectiveness
At the University of Warsaw, feedback from course participants is collected in

an organized manner only after the semester. In addition, only a small amount
of information can be provided in evaluation questionnaires. In addition to
the survey, feedback on the course can be provided directly to the instructors
during the course. In my opinion, the assessment of the effectiveness of the
courses is too limited.
The specificity of e-learning in a corporation
Characteristic features of e-learning in corporations, apart from those men-

tioned above, are encouraging employees to co-create digital education within
the organization, implementing various e-learning forms and cooperation with
external entities.
92
Encourage employees to participate in the process
An important part of digital education in a corporation is encouraging employ-

ees to participate in development activities. There are many forms of engaging
employees.
Firstly, employees are involved in many stages of e-learning training cre-
ation, incl. extensive needs analysis and regular feedback collection. Feedback
is collected both immediately after a specific training or development event,
as well as in the course of general research, e.g. once a year.
Secondly, in large companies, employees have access to meetings, confer-
ences and webinars devoted to development organized by the organization.
At these meetings, employees have the opportunity to find out, among others,
what development opportunities they have in the organization, how they can
take care of their development in their free time and what the opportunities
on the market are. A good example is the “Click on development” conference
at PZU. As we read on the PZU website, as part of the second edition of the
conference, which took place in 2020, “talked about how to remember new
information quickly and for a long time, where to find valuable podcasts and
what you can learn thanks to them; The topics covered why it is important not
only to learn effectively, but also to unlearn and how to minimize the damage
caused by constant exposure to new technologies” (PZU, 2020). During the
conference, participants could listen to the speeches of experts (Radosław
Kotarski, Karol Stryja, Rafał Żak, Kamil Śliwowski), but also ask a question or
share their experience in the chat.
Another example of development events for employees are mBank’s initia-
tives such as “Piątki z rozwojem” (Friday with development) and “Zaloguj się
do rozwoju” (Log in to development). As part of the “Zaloguj się do rozwoju”
initiative, employees have access to a variety of e-learning educational materials.
As the chief employee development specialist puts it: “Zaloguj się do rozwoju
is a program thanks to which we wanted to change the image of remote tools
in development. We show employees that systematic learning, divided into
smaller blocks, gives better results. We show, based on the 70/20/10 method,
how important it is to experiment with the newly acquired knowledge and to
supplement it through practice” (mBank, 2018).
“Piątki z rozwojem” is an initiative under which, on the first Friday of each
month, mBank employees can take advantage of various development activities,
including workshops, lectures, consultations. As we read on the bank’s website:
93
damage caused by constant exposure to new technologies” (PZU, 2020). During the conference,
participants could listen to the speeches of experts (Radosław Kotarski, Karol Stryja, Rafał Żak,
Kamil Śliwowski), but also ask a question or share their experience in theNiedziółka
Paulina chat.
Figure 1. PZU conference banner with the title “Technology is for us”
Figure 1. PZU conference banner with the title “Technology is for us”
Source: LinkedIn of PZU, https://www.linkedin.com/posts/pzu_takapracamasens-kliknarozwoj-activity-
6808334570644148224-utSN?utm_source=linkedin_share&utm_medium=member_desktop_web (retrieved
Source: LinkedIn of PZU, https://www.linkedin.com/posts/pzu_takapracamasens-kliknarozwoj-activi-
August 01, 2022).
ty-6808334570644148224-utSN?utm_source=linkedin_share&utm_medium=member_desktop_web
(retrieved August 01, 2022).
Figure 2. The studio where the PZU conference took place

Figure 2. The studio where the PZU conference took place
Source:LinkedIn,
Source: LinkedIn, photo
photo byby Marcin
Marcin Franczak,
Franczak, https://www.linkedin.com/posts/marcin-franczak-29182948_pzu-
https://www.linkedin.com/posts/marcin-franczak-29182948_
kliknarozwoj-takapracamasens-activity-6808831160588754944-
pzu-kliknarozwoj-takapracamasens-activity-6808831160588754944-rogV?utm_source=linkedin_
rogV?utm_source=linkedin_share&utm_medium=member_desktop_web
share&utm_medium=member_desktop_web (retrieved August 01, 2022). (retrieved August 01, 2022).
94 Another example of development events for employees are mBank’s initiatives such as
“Piątki z rozwojem” (Friday with development) and “Zaloguj się do rozwoju” (Log in to
development). As part of the “Zaloguj się do rozwoju” initiative, employees have access to a
We want to present the development opportunities that our organization creates,

as well as encourage people to be inspired and think about a broad approach to
development. We also present development tools related to new technologies.
The event is an opportunity to try development in areas other than daily tasks,
and to experiment with different activities. (mBank, 2018)
The third form of engaging employees in development is encouraging them

to co-create educational activities. Employees can not only learn, but also create
their own e-learning training and share their knowledge and experience. In the
case of PZU, the “Klik na rozwój” (Click on development) podcasts were created
internally by PZU employees, while external experts made guest appearances
(PZU, 2020).
Various e-learning forms
The form of the educational material should be matched to the subject, purpose
and target group. In large companies, various forms of e-learning are used:
screen training, animations, interactive documents, gamification, webinars,
podcasts, films, VR/AR, 360 films. Moreover, various forms are often used within
one course. You can also combine classroom training with e-learning elements.
Modern e-learning solutions such as gamification, VR/AR or 360 movies
deserve special attention. Large companies can afford these expensive solutions
due to having sufficient financial capital.
A good example of the use of modern e-learning solutions is the gamification
used at mBank. MBank moved employees from several locations to the new
headquarters. It was a large undertaking in which the company wanted to (a)
show employees the new building, (b) indicate the hybrid principles, (c) pres-
ent good practices regarding efficiency in the hybrid model. The whole game
was set in the new mBank building, thanks to which employees could see the
interior of the new headquarters even before the move.
As part of gamification, participants could use infographics, e-books, knowl-
edge tests, films, and interactive tasks. According to the creators, the platform
was visited by 591 employees who spent 1,251 hours in the game and completed
2,261 tasks (Westhill Company, 2022).
Another example of using new and diverse forms in e-learning is the use
of VR. PZU Zdrowie organizes first aid training in VR technology for facility
employees. Training participants learn in practice how to ensure safety at the
scene of an accident; when and how to call for help; how to correctly conduct
95
Figure 3. A screenshot of the gamification prepared for mBank, showing the hall of the new head office
Figure 3.Source:
A screenshot of the gamification prepared for mBank, showing the hall of the new
Westhill; https://www.westhill.pl/case-study/hybrydowy-model-pracy-gamifikacja-przeprowadzki-dla-
mbank/ (retrieved August 01, 2022).
head office
Source: Westhill;As
https://www.westhill.pl/case-study/hybrydowy-model-pracy-gamifikacja-przeprowadz-
part of gamification, participants could use infographics, e-books, knowledge tests,
ki-dla-mbank/ (retrieved August 01, 2022).
films, and interactive tasks. According to the creators, the platform was visited by 591
employees who spent 1,251 hours in the game and completed 2,261 tasks (Westhill Company,
2022).
Figure 4. A screenshot of the gamification prepared for mBank, showing the bank’s new head office from the
Figure 4. outside
A screenshot of the gamification prepared for mBank, showing the bank’s new head
Source: Westhill, https://www.westhill.pl/case-study/hybrydowy-model-pracy-gamifikacja-przeprowadzki-dla-
office from the(retrieved
mbank/ outsideAugust 01, 2022)
Source: Westhill, https://www.westhill.pl/case-study/hybrydowy-model-pracy-gamifikacja-przeprowadz-
Another example
ki-dla-mbank/ (retrieved of using
August 01, 2022)new and diverse forms in e-learning is the use of VR. PZU
Zdrowie organizes first aid training in VR technology for facility employees. Training
participants learn in practice how to ensure safety at the scene of an accident; when and how to
96 call for help; how to correctly conduct cardiopulmonary resuscitation; how to use an automated
external defibrillator in CPR. Thanks to VR technology, the participant can fully focus on what
is happening in the game. The user puts on goggles and has to give someone first aid. The
cardiopulmonary resuscitation; how to use an automated external defibrilla-

tor in CPR. Thanks to VR technology, the participant can fully focus on what is
happening in the game. The user puts on goggles and has to give someone first
aid. The simulation guides the participant through a series of events and tasks
and provides real-time feedback, e.g. it measures whether the depth of chest
compression is correct.
Figure 5. Screenshot from PZU Zdrowie marketing material, showing a fragment of a VR game
Figure
about first 5.
aidScreenshot from PZU Zdrowie marketing material, showing a fragment of a VR game about first ai
Source: LinkedIn of PZU Zdrowie, https://www.linkedin.com/posts/pzuzdrowie_szkolenia-z-pierwszej-pomocy
Source: LinkedIn of PZU Zdrowie, https://www.linkedin.com/posts/pzuzdrowie_szkolenia-z-pierwszej-pom-
w-technologii-activity-6919906947542519808-
ocy-w-technologii-activity-6919906947542519808-KrPs?utm_source=linkedin_share&utm_medium=mem-
KrPs?utm_source=linkedin_share&utm_medium=member_desktop_web (retrieved August 01, 2022).
ber_desktop_web (retrieved August 01, 2022).
AccessAccess to various
to various e-learning
e-learning formsemployees
forms helps helps employees remember
remember substantive content
substantive
buildsbuilds
content, commitment and interest.
commitment and interest.
5.3. Cooperation with external entities

97
Corporations are willing to work with a variety of third parties to create educational content fo
employees.
Cooperation with external entities
Corporations are willing to work with a variety of third parties to create edu-
cational content for employees.
Various e-learning platforms for learning foreign languages such as eTutor,
Tutlo, SuperMemo, Ella are very popular on the market. Large companies, such
as mBank or PZU, which employ a large number of employees, eagerly use such
solutions. The implementation of such a platform has many advantages, first
of all it is cheaper than organizing foreign language classes for employees on
their own. In addition, employees can use the platforms anytime, anywhere. The
platforms are created by specialists in the field of teaching foreign languages,
which allows for quick and effective implementation of language learning in
large companies. There are also e-learning platforms on the market that devel-
op leadership, interpersonal and similar competences, such as ICAN, LinkedIn
Learning or Leanovatica. These types of platforms offer training in many areas,
incl. in finance, law, management, marketing, public speaking.
Another form of cooperation with external entities is inviting external experts
to co-create educational materials for employees, e.g. to participate in films,
webinars and conferences. The company does not have to employ specialists
in every field. Inviting experts from other organizations to cooperate allows
you to broaden your perspective and exchange experiences.
Often, cooperation with external entities is undertaken in the long term, e.g.
in the case of e-learning training, large corporations willingly cooperate with
companies dealing strictly with screen training, VR, films, etc. Service provid-
ers, thanks to their experience and knowledge, can quickly and professionally
make a product for clients.
On the mBank website you can find information that the company has its
own internal e-learning platform, but it also gives employees access to other
video and platform resources, incl. to the LinkedIn Learning database, the
Legimi library, the eTutor application for learning English and to the archive
of business publications of Harvard Business Review Polska (mBank, 2020b).
Reference to the situation at the university
The three characteristics of e-learning described above in a corporation are

rather absent at universities. My observations show that the university does
not have the resources (time and money) to engage students and employees in
98
co-creating digital education. Universities also lack resources to implement mod-

ern technological solutions, which means that the range of possible e-learning
forms is small. The issue of university cooperation with external entities looks
much better. In the case of the University of Warsaw, students have access to
many different sources of knowledge, for example through the online databases
of the University Library. On the other hand, this cooperation of universities
with external entities occurs in different fields than in the case of companies,
e.g. students do not receive access to e-learning platforms available on the
market for learning foreign languages or developing soft skills, but educational
materials are prepared by university employees.
Summary
Corporate e-learning is different from university e-learning. The process of

creating an e-learning training in a corporation consists of several steps: 1.
Analysis, 2. Project, 3. Production, 4. Implementation, 5. Feedback. I noticed that
there is a limited need for analysis at the university, the division of content into
important and less important, involving potential recipients in the process of
creating and testing the training, promotion and evaluation of training effective-
ness. However, it should be remembered that within the university, faculties and
employees often take the initiative on their own, e.g. in the area of promoting
their classes or deepening the assessment of effectiveness after the course.
Other characteristics of e-learning in corporations are encouraging em-
ployees to co-create digital education within the organization, implementing
various e-learning forms and cooperation with external entities. On the other
hand, the university does not have the resources (time and money) to engage
students and employees in co-creating digital education. Universities also lack
resources to implement modern technological solutions, which means that the
range of possible e-learning forms is small. The cooperation of universities
with external entities occurs, but it is organized in different fields than in the
case of companies.
Of course, I am aware that the presented image does not show all aspects of
the issues raised. I believe that the presented perspective, at least to a limited
extent, shows the discrepancy between e-learning in corporations and e-learn-
ing at universities. I think universities are able to learn from the experience of
companies and develop digital education to the benefit of students.
99
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Chen, E.T. (2008). Successful E-Learning in Corporations. Communications of the IIMA, 2(8), 45-
53. Retrieved June 30, 2022, from: https://scholarworks.lib.csusb.edu/ciima/vol8/iss2/5.
Gregorczyk, S. (2010). E-learning a przewaga konkurencyjna szkoły wyższej. E-mentor, 5(37).
Retrieved June 30, 2022, from: https://www.e-mentor.edu.pl/mobi/artykul/index/num-
er/37/id/787.
Machalska, M. (2019). Digital Learning. Od e-learningu do dzielenia się wiedzą. Warszawa:
Wolters Kluwer Polska.
mBank. (2018). Raport roczny mBank. Retrieved June 30, 2022, from: https://www.mbank.
pl/raport-roczny/2018/interesariusze/zaangazowani-pracownicy-2/zaangazowani-pra-
cownicy/.
mBank. (2020b). Raport zintegrowany mBank. Retrieved June 30, 2022, from: https://www.
mbank.pl/raport-roczny/2020/wp-content/uploads/2021/07/mBank-Raport-zintegrow-
any-2020.pdf.
PZU. (2020). Raport roczny PZU. Retrieved June 30, 2022, from: https://raportroczny2020.
pzu.pl/pl/rozwoj-pracowników.
Westhill Company. (2022). Hybrydowy model pracy gamifikacja przeprowadzki dla mBank.
Retrieved July 10, 2022, from: https://www.westhill.pl/case-study/hybrydowy-model-pra-
cy-gamifikacja-przeprowadzki-dla-mbank/.
100
MAGDALENA KOZAK-SIEMIŃSKA VII
Television Workshops
as a Media Skills Training Method
ABSTR ACT
The aim of the article is to show the specificity of media classes concerning television pro-
duction. It contains the author’s experience from many years of her work in the media. It
describes the way of carrying out the workshops and the training cycle in the field of televi-
sion journalism and audio-visual production for various audiences. The article presents the
basic workshops (lasting 2–3 hours), specialist classes (in the amount of 6 hours) and the
30-hour training cycle. The activities were also presented, which, according to the author’s
assessment, give the highest effectiveness. The basic terms concerning television were also
explained and training games were quoted. The author also demonstrated that classes of
such kind constitute a perfect method of training media skills, making the participants
sensitive to image, sound and film narration, incite them to discover their passion, show
how to overcome difficulties and allow them to acquire knowledge better and gain skills. The
aim of these workshops is, in the case of more advanced participants, to transfer knowledge
and teach them the basic skills useful in the media sector, mainly television journalism and
rudiments of the television art. The participants also acquire knowledge and skills concerning
public speaking, auto-presentation, interpersonal communication, as well as the principles of
building relationships with the media. As to the younger participants, the TV workshops are
mainly encouraging them to learn about the world of the media and expressing their own
creative expression. For everyone they are an opportunity for a creative play, discovering
and stimulating the creative potential. They can also discover their own passion and career
development path.
Keywords: TV workshops, media workshops, television, academic television interview,

students, TV journalist’s workshop, journalist, reporter, presenter, media production, camera
operator, editing, postproduction, direct sound, stand up.
101
Magdalena Kozak-Siemińska
One image is worth a thousand words.

Chinese proverb
Nie święci garnki lepią. (You don’t have to be perfect to perform.)
Polish proverb
Introduction
I was accompanied by these two sayings during many years of my work for TV.
They indicate that, firstly, it is the image that is the most important thing in
TV and that it governs everything. Without understanding this relationship no
success can be achieved in the audio-visual sector. Secondly, everything can be
mastered, provided that we develop appropriate habits. Charles Duhigg (2014)
explains in a quite straightforward way, how one can bring about far-reaching
changes in one’s life, focusing on change or cultivating the key habits. The
methods he describes can be successfully used when working to overcome stage
fright during “live” interviews and in numerous stressful situations connected
with the reporter’s job. Besides, like the proverbs quoted above, they help to
encourage students to commence their own activities in the audiovisual domain.
One of the most important things that can be done for the participants of classes
about the media (except teaching techniques that are useful in this profession)
is to create a creative space for them. A space where they can demonstrate their
creativity and learn on their own mistakes, as well as acquire, in the conditions
of a play, the canon of values that are obligatory for a journalist and a TV author.
The article is focused on the activities, which make the classes the most ef-
fective. It also discusses the schemes of various workshops and training cycles.
It was also demonstrated that classes of such kind constitute a perfect method
of training media skills, making the participants sensitive to image, sound and
film narration. Besides, they stimulate them to discover their passions, show
how to overcome difficulties and allow them to acquire knowledge better, as
well as to gain skills. Simultaneously they teach that a TV journalist is neither
a judge passing sentences, nor a star – and the success of a program or an in-
terview consists of the work of the whole team.
102
Television Workshops as a Media Skills Training Method
Whom for, what for, and how?
There are as many scripts and ideas for media workshops as there are TV au-
thors. A film director’s classes are different from those conducted by a feature
writer, reporter or presenter. Still different will be the workshops prepared by
a vision implementer, camera or image operator, or an editor or post-production
specialist. However, they are also connected by the will to transfer knowledge
and skills from a point of view of a practician.
I have been conducting workshops and classes in television art and broadly
understood media production, as well as communication, self-presentation and
public speaking. The participants are school students of different ages (from early
years of primary school to final secondary school forms), as well as university
students, including those cooperating with the Academic Television TV UMCS.
Not only Poles take part in the workshops, but also foreigners e.g. from Ukraine
or Belarus. Separate training courses are arranged for English-speaking students,
in television techniques. I also run training courses for the representatives of
other communities, including local government officials. Though the form of
classes themselves varies significantly, depending on the listeners’ age, their
needs, expectations, level of knowledge, training cycle, project or place – however,
every single time the basic elements of training remain constant. Such kinds
of activating classes are always fully packed and enjoy substantial popularity.
When planning media training courses, we cannot always find out about
the needs of participants or determine their profiles in advance. It happens so
especially when the workshop is open in its form, e.g. during Open Day of Uni-
versity or Lublin Science Festival. That is why I always have alternative scenarios
and games ready, which can be proposed, if needed. When preparing training
courses, I take many factors into consideration, improving the effectiveness of
classes, facilitating the participants’ transfer of acquired knowledge and skills.
Appreciating the role of the oldest teaching method – lecture, modifying it, using
it as an introduction to problems or as a summary of exercises and practical
activities. If the group is not too numerous, a lecture on, for example the basic
journalist genres in television, reporter’s workshop or types of interviews,
assumes an interactive form. Frequently I start with an anecdote or case study.
Another method that seems handy, regardless of the age and degree of partic-
ipant’s skills, is role-playing (simulation of a real interview where one person
acts out the role of the journalist and the other – that of an “interviewee”).
Positive feedback is the key thing here (the so-called “sandwich” feedback),
which is mentioned in a greater detail here. This is significant mainly because
103
interviews take place in front of the camera and undergo public assessment.
According to Sławomir Jarmuż and Tomasz Witkowski (2004) “role-playing is
social exposition, and the camera multiplies it. This makes us focus on ourselves
very strongly and we feel under threat”. That is why they suggest the following
procedure should be assumed:
• emphasizing that the analysis concerns BEHAVIOR, not the PEOPLE playing
roles,
• focusing on positive behaviors of persons taking part in the exercise,
• indicating their own mistakes by the “actors” themselves, practicing through
the question: “What would you change in your behavior, if you could repeat
this scene?”
• analyzing mistakes, but simultaneously indicating of appropriate ways of
responding.
Experienced trainers also advise to focus on one’s own observations and
not on drawing conclusions, make descriptions, not assessments, share ideas
and information instead of giving advice. Besides, they suggest describing be-
havior in the categories of “less” or “more”, and not “yes” or “no” and focusing
on benefits that could be given to the recipient by feedback (Łaski, 2008).
Scenarios and scripts
During twenty-five years of my work in media and at the university I most often
has been using the following formats of television workshops prepared by myself:
• in the amount of 2 full hours (120 minutes) without a break (or 3 lesson
hours, 45 minutes each) carried out in a TV studio for persons usually in-
experienced in media sector (school students, participants of projects) or
for new cooperators with TV UMCS;
• for students of journalism/media production/ young journalists in the
amount of 6 lesson (45-minute) hours (or during one day);
• workshops within the training cycle planned for 30 lesson hours for students
of journalist courses, public relations and similar ones.
These classes, due to their specificity, should be held in real time. In the cycle
of training planned for 30 hours some elements of training can be conducted
online, if the circumstances (most often the situation of pandemic) require so.
What is especially meant here, is the lecture and all kinds of exercises related to
teamwork not requiring operation of TV equipment. If, however, the training is
to bring real results – it should be connected with the occasion to get acquainted
104
with the equipment in the studio or some other implementation room and to
train the participants’ skills in such conditions.
Practical media education of students, trainees and school students is an
important part of educational activity carried out by the Academic Television
TV UMCS that has existed since December 1st, 2015. What is meant here, is
the cyclical, specialist training courses and taking part in different projects
(such as the Open Doors of UMCS, Lublin Science Festival, Enterprising Kids,
Enterprising Youth, Stage Adventure with Chatka Żaka, workshops for UMCS
partner schools and others). Training sessions in TV UMCS were also prizes
for the winners of competitions, such as the Unia Film Festival. The classes
described here are most often held in the television studio and the video
directors compartment of the UMCS Academic Culture and Media Center
Chatka Żaka (TV UMCS is included in the structure of that unit), sometimes
also in the small performance hall and in the editing room and generally –
inside Chatka Żaka.
The media workshops, run by me in cooperation with camera operators,
introducing the basic issues of television journalism and lasting 120 minutes,
are dedicated to groups of 12–16 persons. Participants will get to know,
among others features and structure of news, types of interviews and basic
concepts in the field of television terminology. They can get acquainted with
the relationship between the image and the word, journalist information
sources and find out how work in the newsroom is organized. They can try
their strength in front of and behind the camera. The scheme of classes is
usually the following:
• introduction and the first activating, “ice-breaking” game, initiating the
subjects concerning public speaking (articulation, diction, pronunciation
intonation, pace, volume and learning to breathe);
• passing on to stage fright, its physical and mental symptoms, as well as the
ways of coping with it;
• training basic TV terms in a quiz with rewards;
• training behavior in front of the camera (first impression, appropriate
posture, gestures, eyesight, attire);
• discussing kinds of questions (open, closed, suggesting and others – their
role and examples), as well as critical situations in the work of a reporter;
• dividing the group into the journalist and the technical team, as well as
individual work supervised by the trainers;
105
• practicing conducting and recording interviews on assigned subjects in pairs

with the use of TV studio equipment, video director’s room, green screen
and different kinds of background;
• discussing the exercise, summary of the class.
Due to the restricted class time and mobility of the group, some elements
can be treated more briefly for the benefit of practical exercises with the use of
equipment. The key parts are interviews conducted by the participants them-
selves, discussing types of interviews and kinds of questions is equally important.
Simultaneously, the methods of reporter’s work are introduced. Referring to
situations from my reporter’s practice, I present, among others, ways to deal
with crisis situations. An important element of a longer class is discussing the
sources of journalists’ information and newsroom work organization. Obviously,
a training session of such kind does not exhaust the subject and will not teach
the participants the “TV behaviors”. It may, however, become a good introduction
to subsequent activities, such as gaining experience in academic television or
other editorial offices. Regardless of their age and level of skills, the participants
are very eager to take part in such types of classes, provided that for them it is
connected with entertainment and the sense of unleashed creative expression.
Hence, the biggest effort of the trainer involves suggesting exercises fit for most
persons from groups that, obviously, are not homogenous. Another version of
such a class for more advanced participants is a young filmmaker’s workshop,
concerning building film narration and rudimentary storytelling schemes, using
film sets (movie plans), frames and perspectives. Then one of basic exercises
involves using a currently easily available tool, which is the mobile telephone,
to build a photo or video story – for instance in five shots.
Quite a big organizational challenge is to organize TV workshops for the
youngest children (aged 6–10 years old). A good activating exercise, introducing
some order in the class and always liked by the participants is dividing them
into pairs and conducting interviews about their favorite animals. Children
also willingly act out the roles of weather forecast presenters with the use of
a portable green screen. An attraction (even in the groups of older school stu-
dents, aged 11–13 years old), is playing “catching images” displayed on a green
screen from popular cartoons.
Besides such kind of exercises, TV UMCS also offers specialist individual
training courses for operators, including learning basic operation of video and
photo cameras (mainly Canon 5D) with explanation of terms indispensable for
106
rudimentary storytelling schemes, using film sets (movie plans), frames and perspectives. Then
one of basic exercises involves using a currently easily available tool, which is the mobile
telephone, to build a photo or video story – for instance in five shots.
Figure 1. Technical equipment used during the workshops

Source: Author’
Source: s own
Author’s elaboration,
own photophoto
elaboration, by Tomir Jędrejek.
by Tomir Jędrejek.
Quite a big organizational challenge is to organize TV workshops for the youngest

children (aged 6–10 years old). A good activating exercise, introducing some order in the class
and always liked by the participants is dividing them into pairs and conducting interviews about
their favorite animals. Children also willingly act out the roles of weather forecast presenters
with the use of a portable green screen. An attraction (even in the groups of older school
students, aged 11–13 years old), is playing “catching images” displayed on a green screen from
popular cartoons.
Figure 2. Technical
Figure Technicalequipment
equipmentused
usedduring
duringthe
the workshops
workshops
Source: Author’s
Source: Author’ own
s own elaboration,
elaboration, photophoto by Tomir
by Tomir Jędrejek.
Jędrejek.
Besides such kind of exercises, TV UMCS also offers specialist individual training 107
courses for operators, including learning basic operation of video and photo cameras (mainly
Canon 5D) with explanation of terms indispensable for video recording and taking
video recording and taking photographs, (such as: iris, snapshot, ISO, whiteness
balance, etc.) and information concerning movie plans, frames etc.
We also have training courses in sound editing (including, i.e. learning to
operate different kinds of audio recorders and basic knowledge concerning
characteristics of directional and condenser microphones). Students take part
in workshops in editing and post-production of images, as well as production
management. Each of the training stages ends with a test of gained knowledge
and skills.

Source: Author’s own elaboration, photo by Tomir Jędrejek.
Source: Author’s own elaboration, photo by Tomir Jędrejek.v
The above class schemes were carried out, as it has already been mentioned, at TV UMCS. I
haveThe
also above class
conducted schemes
classes were
for other carried out,
organizations andas it has
units. already
A draft been of
(scenario) mentioned,
a specialist
at TV UMCS. I have also conducted classes for other organizations and
class – a 6-hour training session for young journalists concerning the art of conducting a TV
units.
A draft (scenario) of a specialist class – a 6-hour training session for young
interview is presented below:
journalists concerning the art of conducting a TV interview is presented below:
1. 1. Interview as
Interview asaamanner
manner of presentation:
of presentation:
• anan exercise(an
exercise (an“icebreaker”)
“icebreaker”) introducing into into
introducing the module: the participants
the module: interview
the participants
interview
each other each other
in pairs. Theyindopairs. They
not take notesdo not focus
– they take onnotes
their–interlocutors
they focus’ utterances
on their
interlocutors’ utterances and then they present them to the group (according
and then they present them to the group (according to the key interests and talents), a
to the key interests and talents), a joint summary of most frequent questions
joint summary of most frequent questions and answers. The participants themselves
create a definition of interview (activation through teamwork).
2. Good interview criteria and interview types:
108
preliminary discussion of ways to create strategy, structure, system, team, style and skill
teaching,
and answers. The participants themselves create a definition of interview

(activation through teamwork).
2. Good interview criteria and interview types:
• preliminary discussion of ways to create strategy, structure, system, team,
style and skill teaching,
• introducing and discussing the terms: information interview, curiosity sat-
isfying and confrontation interview. Presenting other interview typologies
– from street probe (vox populi) to an interview in the television studio
(Boyd, 2006),
• activating and utterance accuracy training game entitled: 11 questions to an
expert (Kirby, 2002) or teamwork: making questions to press spokespersons
of the police, public prosecutors’ office and fire brigade.
3. Kinds of questions and ways of coping with difficult questions:
• discussing kinds of questions (open, closed, suggesting and others),
• the game “Amnesia” (Kirby, 2002) – training verbal communication, trans-
ferring feedback, closed questions, body language,
• analysis of a selected TV show – guessing questions that guests are asked
by journalists,
• discussion, joint preparing a set of most frequent questions and answers.
4. Ways of reporter’s work and basic principles of conducting inter-
views:
• initial discussing of a reporter’s workshop (observation, interview as a genre
and a way of gathering information, getting acquainted with the documents),
• discussing sources of journalists’ information,
• presenting principles: from the detail to the general, from practice to theory,
from concrete to abstract, from the present to the past or future,
• presenting basic TV terms,
• technical (technical (production) aspects of conducting interviews:
• visiting the TV studio, presentation of production system, cameras and
lightning,
• preparing for interviewing practice.
5. Exercise – interviews in pairs:
• recorded by cameras and played back to participants. Feedback consistent
with the good presentation principle.
6. Summary:
• collecting applications, presenting bibliography, homework: prepare an
interview with a well-known person (celebrity) meeting the criteria of one
of previously discussed interview types.
109
Figure 4. (Workshops
Figure 4. (Workshopsininediting
editingand
andpost-production
post-productionof
ofimage
image
Source: Author’s elaboration, photo by Jan Jeżak.
Source: Author’s elaboration, photo by Jan Jeżak.
The scenario for students within the 15-hour training cycle – 2 lesson (45 minute) hours
The scenario for students within the 15-hour training cycle – 2 lesson
each, which is 30 lesson hours in total concerns the comprehensive knowledge and skills within
(45 minute) hours each, which is 30 lesson hours in total concerns the compre-
the scope of television journalism. Among others, it includes:
hensive knowledge and skills within the scope of television journalism. Among
rudiments
others, itofincludes:
television techniques and film directing (terminology, word-image relationship,
film and production
• rudiments standards, including
of television techniques movie
andplans and frames,(terminology,
film directing edition and sound correct
word-im-
age relationship,
TV studio film and
production system, production
set and standards, including movie plans and
other aspects),
frames,ofedition
organization and sound
an audiovisual correct TV
work production studio
process and production system, set and
the work in newsroom,
other aspects),
discussing basic journalist genres in TV, as well as sources of information. A substantial part
• organization of an audiovisual work production process and the work in
of the course is devoted to the language of journalist utterance, rudiments of TV rhetoric, as
newsroom,
well as to the workshop
• discussing of reporter, genres
basic journalist presenter,ininformation
TV, as wellprogram editor of
as sources andinformation.
feature writer
(publicist). There is a part
A substantial lot of of
practice in front of
the course is and behind to
devoted thethe
camera, as well of
language as in the course
journalist
room,utterance, rudiments
self-presentation and stageof TV rhetoric,
fright managing asexercises,
well as to the workshop
writing of report-
reporting texts, working
er, presenter, information program editor and feature writer
with a team of reporters, creating one’s own information program, analyzing selected TV (publicist).
There is a lot of practice in front of and behind the camera, as well as in the
shows and visiting different editorial offices. A substantial part of the course is devoted to
course room, self-presentation and stage fright managing exercises, writ-
situations of crisis and program strategies. The participants also learn about press law and
ing reporting texts, working with a team of reporters, creating one’s own
copyright, international
information program, codesanalyzing
and principles
selectedthatTV journalists
shows andmust observe,
visiting press
different
110
editorial offices. A substantial part of the course is devoted to situations of

crisis and program strategies. The participants also learn about press law and
copyright, international codes and principles that journalists must observe,
press spokesperson’s workshop, including basic forms of communicating
with the media. The subsequent editions also practice the production of
individual films with the use of mobile telephones, to be published in social
media and meetings with the Internet (web) authors.
Training exercises and games
In every training session, first impression made by the trainer (coach) is ex-
tremely important, as is establishing the principles for everyone to observe, as
well as introducing an exercise, which is to help establish personal relationships
within the group. The introductory exercises have three aims to fulfil:
• participants integration,
• general assessment of the group (looking at the participants’ attitudes,
knowledge and experience),
• stimulating active attitude and involving the participants into the class
(Silberman & Auerbach, 2006).
During my classes I use both ready-made sets and the materials prepared
by myself.
Due to restricted time during two-hour workshops, an “ice breaker” some-
times is reciting tongue twister sentences together that help master careful
pronunciation. “Czy trzy cytrzystki grają na cytrze, czy jedna tańczy a druga
łzy trze?” (Are three zither players playing the zither, or is one of them dancing
and is the other wiping her tears off?); “Szczenię szczeka w szczawiu.” (A puppy
is barking in the sorrel.); and „To co, że ze Szwecji?” (From Sweden, so what?)
– these are a few examples of phrases, which are very difficult to pronounce
quickly and clearly, even for Poles, due to the specificity of the Polish language.
They always make the participants burst out with laughter. They serve relaxation
and introduce the issues of diction, breathing and the manner of articulation.
They are used not only during media workshops, but also in public speaking
training. Such exercises are done in a circle, in the middle of the hall or room, all
the participants are invited to join in, and it usually gets a very good response.
Another exercise, involving the group and introducing some rivalry, is a game
connected with guessing terms from the TV jargon. Thanks to this we can
smoothly pass on to the next part of class. The participants are usually divided
111
into a few groups, each of them draws a set of questions with riddles and after
a few minutes the group representative presents the answers. When it is dif-
ficult, everybody tries to find solutions. Prizes are small, usually promotional,
gadgets. This game can be freely modified, depending on the time and age of
the participants.
Another exercise is conducting interviews. If the class lasts two hours, this is
preceded by a short introduction about what is an interview, what are the crucial
strategies, interview types and kinds of questions. In longer training sessions
these elements are appropriately extended (the six-hour session discussed in the
article is entirely devoted to interviews). The key part of this exercise is dividing
the participants into 2 groups: the journalists and the technical managers. Then,
if the class takes place in a TV studio, camera operators and vision implementers
work with the technical group, while I support the team of journalists. In the
group of journalists, the participants draw or choose descriptions of reporting
situations. Then they form pairs: journalist-spokesperson, next they swap their
roles. In the technical group the participants gather around 2 or 3 studio cam-
eras and, supervised by experienced camera operators, they work on frames
and film sets. Next the “live” type reporting situation is initiated, which is a few
minutes of a “live entry” of the reporter who is interviewing a guest. We have
to add that all the reporting situations used in this exercise are real and they
come from the author’s archives. It is worth remarking here that nobody can
be forced to do such an exercise, because we might involuntarily breach some-
body’s private space and the effect can be quite contrary to what was intended.
Depending on the time of class, it can be enriched with additional exercises,
e.g. those concerning language correctness. A quiz related to the language of
journalists’ utterances can be conducted in the form of play in a circle in the
middle of the room, which is not very stressful for the participants.
Television terminology
Some of the most important television terms, which are frequently classified
as jargon, were explained below. Most of them are of English origin, but some-
times they mean something different from the original words. In the foregoing
presentation I used both my own experience and the English-Polish Dictionary
of Basic Television Terms and Expressions (Kidybińska, 1998) as well as other
sources (Boyd, 2006; Adams & Hicks 2007).
112
One of the most important terms used in television is DIRECT SOUND (100%
–“SETKA”), which is one hundred percent of image and sound. It strengthens
the report credibility and provides emotions. It is an utterance of a person
visible in the frame (recorded with good sound level). This is related to the
term TIME CODE (electronically generated time code, giving hours, minutes,
seconds and frames, useful in recording and editing). Unlike the direct sound,
EFFECT SOUND is the sound whose source cannot be seen, or which can be
heard in the background.
Another term that needs explanation is STAND UP. In the information pro-
gram, it is a journalist’s comment, said directly to the camera, often at the end
of a piece of news. Stand up gives the report an original trait, it is also used
when an occurrence must be told about, because it cannot be shown. Stand up
can also be bridge or bridging one (e.g. in the middle of a news report, joining
two plots – though a piece of news should principally consist of one, extended
plot) or introducing (at the beginning of the report). This convention also in-
cludes a LIVE, that is an original live report (the term LIVE also refers to a “live”
program transmitted while it lasts, without delays and without editing).
Here we cannot fail to mention the form known as NEWS. It is the basic
journalistic information on TV, answering the question: who, what, when,
where, why, how and what results from it. In many television transmissions
the basic assumption – that news is information, not opinion- is deliberately
disregarded. However, the comment is only acceptable in the form known as
stand up. In accordance with KIS (keep it simple) principle, a bit of news should
be short (2–3 minutes), topical (concerning current events taking place nearby),
as well as significant (affecting the recipients’ lives, revenues and emotions),
interesting, sometimes also dramatic and, in a sense, entertaining (Boyd, 2006).
Here it is worth remarking that a simplified form of news is VOICE or VOICE
OVER, which exactly means “voice recorded out of vision” (Kidybińska, 1998),
however, basically, it is a short report with a text read by a presenter from the
studio during a “live” program.
FORSZPAN (TRAILER), corresponding to HEADLINES – is a short preview
of the most important information in the program. It is placed at the beginning,
often before the presenter appears, structured so that the viewer’s curiosity
is stimulated. INFOTAINMENT, in turn, is a digest of information, put more or
less in the middle of the program – about what more interesting things can be
seen there.
There is a game connected with TV terms, which is used at the beginning
of most workshops (except those dedicated to the youngest children). In the
113
workshops it is also used other television terms, which were omitted in the
article, as they are not of crucial importance for the reader. It is also worth
explaining the meaning of two terms that might be encountered by all recipi-
ents of the media. PRZEBITKA (SHORT) – is a shot included in a TV material,
whereas ANIMATION in this context means overlapping of similar images, i.e.
a type of editing error (which, for instance, occurs when the interlocutors in two
subsequent direct sounds look to the same side). Animation can be covered by
a short. Obviously, all the principles of editing can be disregarded on purpose,
however, you must know what for.
Summary
The article presented the specificity of media classes concerning television, es-
pecially informative, journalism, as well as audiovisual production. The classes
were presented in their basic and advanced version, as well as the activities
enhancing their effectiveness. It was demonstrated that television workshops
create a valuable and creative method of working with young people facing
the choice of future career path. They can be a supplement of academic or
school education, as well as an impulse to undertake individual effort aiming
at broadening one’s own competence in the field of the media and audio-vi-
sual technology. They help to get acquainted with the rudiments of television
techniques and gain reporter’s, publicist’s or presenter’s skills. They are also
useful in developing critical thinking, conscious analysis of TV programs and
understanding the mechanisms governing the media world. The participants
can also gain the rudiments of the knowledge about public speeches, auto-pre-
sentation or interpersonal communication. The workshops help to discover and
awakening one’s own potential, creativity and expression. They also give the
opportunity for creative, frequently transforming, play.
114
REFERENCES
Adams, S., & Hicks, W. (2007). Interviewing for Journalists. Kraków: Wydawnictwo Uniwersytetu
Jagiellońskiego.
Boyd, A. (2006). Broadcast Journalism. Techniques of Radio and Television News, Kraków: Wy-
dawnictwo Uniwersytetu Jagiellońskiego.
Duhigg, C. (2014). The power of habit. Warszawa: Wydawnictwo Lekarskie Sp. z o.o.
Jarmuż, S., & Witkowski, T. (2004). Podręcznik trenera. Praktyka prowadzenia szkoleń,
(pp. 135–136), Warszawa: Moderator.
Kidybińska, I. (1998). Angielsko-polski słownik podstawowych zwrotów i wyrażeń telewizyjnych.
Warszawa: Ośrodek Szkolenia i Analiz Programowych TVP S. A.
Kirby, A. (2002). Games for trainers. Kraków: Oficyna Ekonomiczna, Oddział Polskich Wydaw-
nictw Profesjonalnych sp. z o.o.
Łaski, K. (2008). Komunikacja interpersonalna. Lublin: Lecha Consulting sp. z o.o.
Siberman, M., & Auerbach, C. (2006). Metody aktywizujące w szkoleniach. Kraków: Wydawnictwo
Wolters Kluwer, Oficyna Ekonomiczna.
115
JOLANTA DYNDUR, MARLENA STRADOMSKA VIII
Monoprofile Medical Simulation Centres –

Selected Issues
ABSTR ACT
Many universities aspire to have Monoprofile Medical Simulation Centres on their premises.
Therefore, institutions are trying to obtain funding from the European Social Fund and re-
lated programs. The creation of a Monoprofile Medical Simulation Centre with appropriate
infrastructure and trained academic staff in the field of conducting practical classes is valuable
in the 21st century. The indicated simulation method will result in a better student’s mastery
of practical skills and social competences and in sensitising students to such a very import-
ant aspect in the patients’ disease states, which is empathy, and thus better performance
of the profession of a nurse in the future. Students learn appropriate medical procedures,
interviewing, research and other medical elements using new technologies.
Keywords: Monoprofile Medical Simulation Centres, modern teaching methods, patient
Introduction
I ncluding the simulation method in the didactic process is an integral part of

a modern process preparing nursing students for practice as a nurse. Some-
times practical tasks may be adequate to build a sense of agency in people
who will work independently with patients in the future. An important aspect
is that the specialist will deal with issues in various situations, including crisis
or emergency. It is important to build a stable position of the University in the
market of nursing students’ education. It is necessary to introduce innovative
technologies, trainers and simulators, and to expand the knowledge of the
teaching staff in the use of simulation methods. These issues are necessary
117
Jolanta Dyndur, Marlena Stradomska
in the process of practical education for many students – not only in nursing
(Kalemba-Dróżdż, 2019).
An example here is one of the educational institutions located in the Great-
er Poland region. The State Higher Vocational School in Konin has applied for
funding for the project called “The establishment of the Monoprofile Medical
Simulation Centre for the faculty of Nursing at the State Higher Vocational School
in Konin” from the European Social Fund under the Operational Programme
Knowledge Education Development.
The aim of the project is to significantly increase the practical skills of nursing
graduates at the State Higher Vocational School in Konin by conducting additional
classes for 72 students in the Monoprofile Medical Simulation Centre (MMSC)
created within the project, based on the developed development programme
and resulting scenarios for simulation classes. The project implementation
period is from April 1, 2020 till December 31, 20221.
As a result of the project, it is planned to create a Single-Profile Medical Sim-
ulation Centre equipped with modern equipment enabling simulation teaching
in the field of Nursing at the State Higher Vocational School in Konin. As part
of this task, the following will be created: Simulation Room, which includes:
adult simulation station, child simulation station, open incubator simulation
station; equipment washing and segregation room, simulation equipment ware-
house. Other elements will include the control room, server room, examination
room and others. The tasks planned to be implemented under the project will
include the adaptation of rooms in the teaching building through renovation
and construction works, the purchase of equipment for the Centre, the devel-
opment of a university development program for the Faculty of Nursing and
scenarios for simulation classes. In addition, students will be familiarised with
the work of specialist clinics operating in the hospital, staff training, training in
the functioning of the IT program for patient service, training students in the
rules of evacuation or conducting training and classes for students in prepared
and equipped rooms2.
There are many examples of implementation from all over Poland. One of
them, which is nearly finalised, may also be a facility located in the capital city.
On the website of Cardinal Stefan Wyszyński University in Warsaw, one can
find detailed information on this subject. The aim of this project is to increase
1
https://www.ans.konin.pl/aktualnoscieu/8373-monoprofilowe-centrum-symulacji-me-
dycznych
2
https://www.ans.konin.pl/aktualnoscieu/8373-monoprofilowe-centrum-symulacji-me-
dycznych
118
Monoprofile Medical Simulation Centres – Selected Issues
the quality of education by improving the quality of practical training in the

field of nursing at UKSW in the period from January 1, 2021 till October 31,
2022. As part of the project implementation, a Monoprofile Medical Simulation
Centre (MMSC) will be established and maintained for the faculty of nursing3.
Medical Simulation Centres are also a high-quality reproduction of hospital
standards, and therefore the profiles of the patients themselves. In order to
make real the realities that future nursing and midwifery students will have to
face; such places are equipped with top-class phantoms.
The basis of the kit is the AmbuMan manikin with the latest built-in Ambu
wireless technology. The Ambu Manikin Management Module enables wireless
control from a web browser, monitoring of exercisers’ actions and documen-
tation of training.
The Ambu Manikin Management Module is the central interface collecting
all data and information: depth of chest compressions, correct positioning
of hands, respiratory volume, air blows into the stomach. The manikin en-
self-expanding bag and face mask, and to place an oropharyngeal tube.
ables training in airway management with such devices as: laryngeal mask,
The airway will only become clear if the head is properly tilted4.
laryngeal tube or endotracheal tube. It is also possible to ventilate with
Figure 1. Equipment Monoprofile Medical Simulation Centre- Phantom – male Ambu company
Figure 1. Equipment Monoprofile Medical Simulation Centre – Phantom – male Ambu company
Source:
https://www.medyczny.pl/media/products/c97935612ecb4c98b2b9d45827895932/images/thumbnail/big_airway.
Source: https://www.medyczny.pl/media/products/c97935612ecb4c98b2b9d45827895932/images/thumb-
png?lm=1653924007 (retrieved June 25,
nail/big_airway.png?lm=1653924007 2022). June 25, 2022).
(retrieved
In relation to the specific products presented, it is worth looking at the direct actions of
3
https://wmcm.uksw.edu.pl/monoprofilowe-centrum-symulacji-medycznych-dla-
medical simulation. Nowadays educational challenges and technological advances have
kierunku-pielegniarstwo-uksw/
increased the use of medical simulation in education as an innovative method of teaching high
quality, consistent and repeatable clinical experiences. 119
Figure 2. Equipment Monoprofile Medical Simulation Centre– surgical procedure – tracheostomy

Source: https://www.gwsh.pl/csm/monoprofilowe-centrum-symulacji-medycznych.html (retrieved June 25,
2022).
Experiential learning, which is part of the definition of simulation, is an active process

during which the student applies knowledge and combines new information and experiences
with previous ones. Practising the scenarios can be done individually, but most often it is done
by a team from the same field of study or by representatives of different professions in a
simulated environment, which is supposed to resemble as much as possible the real place.
120
a self-expanding bag and face mask, and to place an oropharyngeal tube.

The airway will only become clear if the head is properly tilted4.
In relation to the specific products presented, it is worth looking at the
direct actions of medical simulation. Nowadays educational challenges and
technological advances have increased the use of medical simulation in educa-
tion as an innovative method of teaching high quality, consistent and repeatable
clinical experiences.
Experiential learning, which is part of the definition of simulation, is an
active process during which the student applies knowledge and combines new
information and experiences with previous ones. Practising the scenarios can
be done individually, but most often it is done by a team from the same field of
study or by representatives of different professions in a simulated environment,
which is supposed to resemble as much as possible the real place.
Threat to health and life
It is important to note that there are 400,000 preventable deaths per year in
the United States, and 3.5 million Americans experience complications during
treatment. More than 100 years have passed since the Flexner Report, which
identified one of the causes of this situation: educational difficulties at medical
universities. Instead of long hours in lecture halls, it was proposed to learn by
doing, including to enable problem-solving (Duffy, 2011)
The first attempts to use simulation in medicine have been recorded since
the days of Link Trainer used in aviation, but the development of this method
was hampered by technical limitations, high costs, lack of standardisation and
widespread acceptance of this method of teaching in the medical community.
In the early 1960s, Peter Safar, father of CPR principles and the ABC regimen,
persuaded Norwegian doll manufacturer Ausmund Laerdal to develop the
first mouth-to-mouth ventilation simulator. Laerdal took another advice from
Peter Safar - he equipped the ventilator manikin with a spring in the torso to
enable chest compressions to be performed. ResusciAnne became an icon of
CPR teaching in the second half of the 20th century and the most widely used
medical simulator of all time. The first heart simulator, Harvey, was introduced
in 1968 at the AHA Scientific Sessions by Michael Gordon. Harvey simulated
changing blood pressure, heart rate and sounds, central heart rate and breath-
4
https://www.medyczny.pl/fantom-ambuman-airway-wireless-tors-284-427-000.html
121
ing. ResusciAnne and Harvey have been milestones in simulation teaching for
over 50 years
In 1964, neurology resident Howard Barrows described the use of healthy
individuals to present disease symptoms in a standardised manner during stu-
dent teaching. The search for the best means of simulation education continued,
involving, among others, the Apple Macintosh to produce the computer program
“Surgeon” in 1986. The program perfectly replicated aortic aneurysm surgery5.
Anaesthesiology was the first field of medicine to identify its own actions
as a source of medical errors. Since 1978, Harvard University has investigated
the possibility of using airborne critical event analysis to explain anaesthesia
failures. In 1985, the American Society of Anaesthesiologists established the
Anaesthesia Patient Safety Foundation with the primary mission of ensuring
that no patient will be harmed by anaesthesia.
In 2004, the Society for Simulation in Healthcare was established, whose
main task is to standardise simulation teaching in medicine. SSH also conducts
5
https://csm.pum.edu.pl/o-nas/symulacja-medyczna
122
scientific research using medical simulation and certifies instructors. The CAE
METIman simulator started the era of advanced medical simulation in Poland
in 2009 at the Medical University of Warsaw. In the following years, medical ac-
ademic Centres in Poznań, Białystok and Katowice launched medical simulation
Centres in order to best prepare future specialists to work with the patient6.
The ability to learn different medical aspects affects many age groups, from
children to the elderly.
Dealing with difficult and crisis situations can affect the quality of the actions
performed. Practice is important in medical science, sometimes it is easier to
work with a mannequin and check these issues on the apparatus than to work
with a real patient who is in pain.
6
https://csm.pum.edu.pl/o-nas/symulacja-medyczna
123
Medical simulation – examples
There are many examples related to stimulation. Each of them is valuable,

therefore it is important to know each of these elements, as they can be helpful
in your future career. Classes conducted using the medical simulation method
give the possibility of better preparation for a profession in a shorter time than
traditional education. Simulation provides students with very good conditions
for practising and checking the level of acquired clinical skills, both technical
and non-technical, with simultaneous lack of risk for the patient.
High-fidelity simulation
The basis of high-fidelity simulation is to recreate the learning environment as

well as the subject of work – the simulator as faithfully as possible to the real
workplace. Typical simulation rooms used in this technique look the same or
almost identical to real hospital rooms with advanced equipment. They often
have the same equipment, room layout or décor. In high-fidelity simulation,
referred to as in situ simulation, the simulation room becomes a real work-
place, the patient is replaced by a simulator or a simulated patient – actor. An
important element of the equipment of high-fidelity rooms are cameras, au-
dio-visual equipment and appropriate software, allowing to recreate the course
of the scenario in order to analyse the mistakes made and constructively draw
conclusions for the future.
Intermediate-fidelity simulation
Intermediate-fidelity simulation uses simulators that have the ability to repro-

duce basic life functions: pulse, heart rate, breathing sounds, but the simulator
does not have functions such as speaking, chest movements or eye opening.
Intermediate fidelity simulations are used as an introduction to simulation or
to hone skills acquired during simulation.
Low-fidelity simulation
During low-fidelity simulation the main objective is to practice using medical

equipment and a trainer/simulator. This equipment is intended to assist in
achieving manual proficiency, acquiring a specific skill e.g. learning to place
124
a peripheral vascular access. Examples of low-fidelity rooms are rooms for

training in resuscitation procedures or communication skills.
Medical simulation involves the use of educational equipment ranging from
simple training devices, used to teach simple skills, to patient simulators that
imitate humans and their reactions as closely as possible, allowing control of
parameters depending on, for example, the treatment applied.
Training devices
Advanced training devices are also used in medical education, allowing for
immediate assessment of the skills performed, e.g. a device for intramuscular
injections that signals the wrong place of injection. The use of training devices
is more common during the initial preparation for performing medical actions,
for mastering a given skill, as well as for conducting examinations.
Human Patient Simulator (HPS)
The teacher who conducts the activities in the simulation room can elicit an
appropriate response to the medications given, the treatment administered, or
the actions taken by the students. This allows students to see the immediate
consequences of their actions and experience the consequences for which they
must be held accountable in real life. Improving the functions and capabilities
of phantoms makes them more and more realistically reflect the physiological
and pathological states of patients. The many possibilities of advanced phan-
toms include: photosensitive pupils, the ability to auscultate the circulatory,
respiratory and digestive systems.
The student’s task is to assess the patient’s condition, often with very real
phantom reactions such as bleeding, crying, and urination. Procedures that can
be performed include intubation, alternative airway therapy, defibrillation, IV
and IO access, and many other invasive procedures that most students would
not experience in their education. Additionally, simulation gives the possibility
to present complex or rare clinical conditions. Cases such as subarachnoid hae-
morrhage, spleen rupture, cardiac tamponade are some of the life-threatening
emergencies that can be practised with simulators. The use of simulators allows
students to frequently repeat and improve basic manual skills – specialist.
125
Figure 7. Human Patient Simulator

Source: https://reago.pl/pl/symulatory-pacjenta-wysokiej-wiernosci/hps-human-patient-simulator (retrieved June
25, 2022).
3.6. Computer simulation

126 Computer simulation allows the trainee to focus on the correct performance of activities and
ensures even more effective learning. Computer simulation programs are becoming more and
more advanced, using virtual reality, making it possible to recreate the history of a virtual
Computer simulation
Computer simulation allows the trainee to focus on the correct performance

of activities and ensures even more effective learning. Computer simulation
programs are becoming more and more advanced, using virtual reality, making
it possible to recreate the history of a virtual patient encountered in the class-
room during education. This area is constantly developing and improving the
effectiveness of medical education.
Standardised Patients (SP)
Simulated patients may have specific additional equipment, e.g. a T-shirt to

help simulate auscultatory events, a waistcoat to enable pleural drainage pro-
cedures or simple intra-abdominal procedures. Interpersonal communication
and so-called “soft” skills are a very important element of cooperation between
medical personnel and patients.
The course of the simulation session consists of three stages:
• Pre-briefing
Pre-briefing also includes the time used by teachers, facilitators or staff
to plan their roles before the simulation, prepare the room, equipment,
simulator, time allocation etc. Prior to the start of the simulation session,
127
a pre-briefing is held to check the equipment and its capabilities and to

present to the simulation participants the equipment available in the room,
time is also provided to prepare for the start of the simulation.
• Simulation session
Each simulation session carried out should reproduce the conditions of real
cooperation with a patient as accurately as possible, e.g. the occurrence of
situations of aggression from patients, demanding family members, etc.
This is referred to as environmental fidelity. During the scenario, students
acquire important skills such as interpersonal communication, teamwork,
leadership, decision-making, ability to prioritise tasks under pressure and
stress management.
• Debriefing
Debriefing often uses audio and video footage recorded during the scenario
to objectively present the activities just performed. Debriefing consists of
several stages allowing each student to express their opinion and draw
conclusions for the future. Analysing one’s own feelings and experiences of
the work performed has a great impact on the emotional sphere of students
and allows them to formulate often critical but constructive assessments.
Medical simulation is an intensively developing training method. Modern
computer techniques and the availability of high-quality electronic equipment,
as well as the creation of a virtual environment, make it possible to use modern
methods in the process of education at medical faculties.
128
Medical simulation allows clinical cases to be carried out safely, reproducibly

and in accordance with current knowledge standards. Simulation guarantees
that every student will see and act on patients in various states of health, which
is essential to become a competent doctor, nurse or paramedic7.
Summary
To sum up, the advantages of medical simulation include such aspects as:
increased control over the accuracy of performed activities, the use of real
medical equipment in simulated conditions, or practical training in invasive
procedures. It is also important to constantly repeat practical skills, as well as
their assessment and analysis. The important thing is that it is done with a view
to your future professional career. Such classes may also be more interesting
for the recipient than those focused only on the theoretical aspect. Valuable
elements include allowing for errors and presenting their consequences under
simulated conditions. All activities contribute to avoiding any danger to patients
7
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129
and students. The significant aspect is the implementation of the same scenario
by all students and the planning of clinical education based on the needs and
curriculum of the students, not patient availability or exposure to rare and
complex clinical situations. In the educational process, it is also important to
draw conclusions and summarise immediately after the debriefing session. In
order to enable new learning opportunities, it is important to be able to create
training scenarios that are very close to real situations, so that the learner can
easily transfer the acquired training experience from theoretical conditions
into a real-life situation in the future.
Simulation is a technique that reflects real-life experiences. An important
issue is the possibility of working through real medical situations in safe con-
ditions. It allows you to interactively recreate important aspects of the real
world. In ancient times, clay and stone were used to build models of the hu-
man body to demonstrate the clinical symptoms of disease. This is not a new
issue, as early as the 18th century in Paris, a “phantom” obstetrician manikin
containing a human pelvis and a foetus was created to train obstetricians in
birthing techniques. These types of issues resulted in lower maternal and child
mortality rates. Since the Middle Ages, animals have been used to improve sur-
gical techniques. However, the origins of modern medical simulation stem from
aviation. This issue is developing and will continue to develop in the future to
prepare for the challenges of the 21st century even better.
REFERENCES
Bibliography
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131
Author biographies Author biographies
EWA BULISZ, PHD – assistant professor at the Department of Media Communication,

Institute of Social Communication and Media Sciences, Faculty of Political Science and
Journalism, Maria Curie-Skłodowska University. Journalist, reporter and TV presenter.
Laureate of the 2016 YOUTH AKLAUD award for professionalism in working in the
media. Her research interests: media genology, linguistics, and visual communication.
JOLANTA DYNDUR, DHSc – Doctor of Health Sciences, assistant professor at the Fac-
ulty of Social Sciences and Humanities at the State Higher Vocational School Memorial
of Prof. Stanislaw Tarnowski in Tarnobrzeg, where she conducts classes in the field
of medical sciences and health sciences. Lecturer of such subjects as: public health,
community psychiatry, health and hygiene in the family, oncological nursing. Super-
visor of bachelor’s theses and graduate studies. A graduate of postgraduate studies:
Administration and Management for Security Health Managers at the Faculty of Law
and Administration of Maria Curie-Skłodowska University in Lublin, and Management
Quality in organizations according to the ISO 9001 standard at the Jagiellonian Uni-
versity in Kraków. Member of the University Children’s Hospital in Lublin, internal
auditor, specialist in the field of surgical nursing, program coordinator health education
for parents and caregivers in the field of Nursing and how to deal with the child after
surgery for scoliosis and Congenital hip dysplasia and dislocation. Member of the
Science Committee, Training and Professional Development of Nurses and Midwives
at the District Council of Nurses and Midwives in Lublin.
KATARZYNA HAŁAS, MA – PhD student at the Department of Computer Science, Book

Studies and Media Education of the Institute of Social Communication and Media
Sciences of Maria Curie Skłodowska University. Her research interests include media
education, new media, and innovative technologies in academic education.
133
Author biographies
MICHALINA IGNACIUK, MSc – pedagogue, pedagogical therapist and diagnostician at

the Psychological and Pedagogical Clinic in Gdańsk. She works mainly with children
with specific learning difficulties, including dyslexia, conducts workshops for parents
and teachers in the field of dyslexia and modern technologies in education. She is
a PhD student of pedagogy at the University of Gdańsk Her research interests concern
dyslexia in adults. She is the creator of the YouTube channel “Pedagog Michalina” on
dyslexia and the use of AR and VR in education.
MAGDALENA KOZAK-SIEMIŃSKA, MA – journalist, coach, graduate of Polish studies at

Maria Curie-Skłodowska University in Lublin (Master’s degree), journalism at Warsaw
University (two-year postgraduate course), as well as the course of human resources
management in the School of Enterprising and Administration in Lublin (one-year
postgraduate course). Currently she is studying Professional coaching – methods and
practice in the Koźmiński University in Warsaw. She is a member of EMCC Poland
(European Mentoring & Coaching Council). From 1994 to 2013, she was connected
to the Lublin Branch of the Polish Television, where she was a publicist, an editor and
presenter of information programs. From 2013 to the end of 2015, she was the press
spokesperson for Maria Curie-Skłodowska University. Since the Academic Television
– TV UMCS was established (December 1, 2015) she has been its editor-in-chief. For
many years she led classes for students of journalism and public relations, as well as
courses in auto-presentation, communication, rhetoric and eristic, as well as language
correctness. At TV UMCS she organizes, among others, media workshops for students,
school students and participants of many projects.
PAULINA NIEDZIÓŁKA, MA – senior training and development specialist at PZU;

student of the University of Warsaw at the Faculty of Sociology. For 6 years, she has
been a trainer of digital competences, an expert in the field of digital transformation.
A graduate of BA studies in two fields: sociology and philosophy at the University of
Warsaw.
PROFESSOR LIDIA POKRZYCKA – university professor at the Institute of Social

Communication and Media Sciences of Maria Curie-Skłodowska University. She spe-
cializes, among others, in public relations, media economics, media education, and
ICT. She has been implementing grants, including as part of Norway Grants (FSS)
– Norway and Iceland, European Center for the Development of Vocational Training
(Ireland) and Europlanet’s RI 2020 expert exchange (Greece). National Foundation
Archimedes scholarship holder in Estonia. Eduinspirator 2019 of the Foundation for
the Development of the Education System, among others for the implementation of
international didactic and scientific projects and implementation of innovative didac-
134
Author biographies
tic methods. Certified e-teacher, e-methodologist, e-learning expert of the Academic

E-learning Association.
MARLENA STRADOMSKA, PHD – suicidologist, psychotherapist, psychologist ac-

ademic lecturer, head of the socio-therapeutic facility of the Nowa Kuźnia Society
in Lublin, vice-president of the Polish Suicidological Society, Lublin branch, trainer,
therapist during a 4-year integrative course (currently for the 3rd year). Specialist
in the Interdisciplinary Team for the Prevention of Suicidal Behavior, “Life is Worth
Talking”. PhD student of philosophy at Maria Curie-Skłodowska University in Lublin.
Author of over 100 scientific publications in the field of social problems, work with
people after a suicide attempt or threats of the 21st century. She promotes knowledge
in the field of suicidology in the media, e.g. Newsweek, Onet news website, WP news
website, Polish Radio Lublin, etc. The author of a series of free help guides “Strate-
gies for coping during a pandemic and not only”, published in cooperation with the
ArchaeGraph Scientific Publishing House.
135
The book is a collection of articles devoted to innovative teaching forms, the impor-
tance of which in modern education cannot be overestimated. All texts are based
upon the authors’ scientific or professional experience and provide valuable tips for
teachers, including easy-to-understand ideas of useful educational platforms and
programmes. I recommend it to all teachers who are looking for new solutions in
their work.
Prof. Lucyna Harmon, Ph.D.
wydawnictwo.umcs.eu 9 788322 796375

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INNOVATIVE

Maria Curie-Skłodowska University Press

#1 Innovation, Research, Education and Competitiveness

#2 Social Inclusion, Youth Employment and Poverty Reduction

#3 Environment, Energy, Climate Change and Low Carbon Economy

#4 Culture, Civil Society, Good Governance and Fundamental Rights

#5 Justice and Home Affairs

of projects with OsloMet.

Maria Curie-Skłodowska University Press

Cover and front page design

© by Maria Curie-Skłodowska University Press, Lublin 2022

Maria Curie-Skłodowska University Press

Introduction (Lidia Pokrzycka) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

I. LIDIA POKRZYCKA

Author biographies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133

T he publication handed over to readers discusses the innovative methods

but also on teamwork and mutual participation in specific educational circum-

Keywords: e-learning, Norway, Oslo Metropolitan University, effectiveness of remote

E -learning has been introduced and consistently developed in Norway for

in social sciences, who – due to the coronavirus pandemic – completed modules

Blended learning is considered to be the basis of the information society.

adapt knowledge to given circumstances, and improving IT and social skills.

already acquired by students. Furthermore, lecturers should present as many

Methods of work at Oslo Metropolitan University (OsloMet)

As emphasized by the staff of Oslo Metropolitan University (OsloMet) during

Figure 2. OsloMet Canvas

Figure 2. OsloMet Canvas main page

Journalism students must be able to write well, therefore lecturers emphasize

Figure 6. An example of using the Padlet application

Picture 7. Portfolio of assignments

Freely chosen learning time 20 votes

The answers emphasise that in e-learning it is important to be able to choose

Summing up the results of the questionnaire survey conducted among 20

The Use of Visual and Interactive Communication

Keywords: e-learning, visual communication, interactive communication, innovative

C urrently, a rapid multimedia revolution can be witnessed, which offers new

offered by visual and interactive communication used in e-learning will be

The multimedia revolution in teaching

tion-based exploration; action-based knowledge; action-based dissemination;

Visual and interactive communication

26 As some researchers note, visual communication can strengthen research directions in

to demonstrate a design, process, operation, explain an exercise. Moreover, films

One of the multimedia tools used in OsloM-

An interactive composition can be created from a photo taken with a phone

Figure 8. Learning center ThingLink

Figure 9. Tutorials ThingLink

tent, Feedback Fruits introduces omni-directional

Feedback Fruits is used in OsloMet for peer assessment and developing

Summary and conclusions

When universities switched to distance learning, innovative e-learning tools

“The Teacher-Leader” and “The Teacher-Boss”:

Key words: “teacher-leader”, “teacher-boss”, motivation, educational process, learning

T he system of incentives used in school often demotivate the students and

Selected models of motivation

Motivation is a theoretical construct that explains the occurrence of a certain

“The Teacher-Leader” and “The Teacher-Boss”

However, in cognitive approaches to motivation, greater importance is attached to the

ality (Tokarz, 1995a). Researcher distinguishes two basic dynamisms of human

Characteristic features of the motivation to learn

Motivation to learn differs from extrinsic motivation, triggered by reinforce-