| Popis: |
The results of the rare studies on the psychosocial aspects of distance education in the first wave of the epidemic showed the negative consequences of such education on various aspects of psychological well-being and mental health among primary, secondary school and university students. Significant deterioration in psychosocial well-being was also found in studies of university students, who reported increased stress, anxiety, feelings of loneliness, and depression as a result of reduced social networks, lack of interactions, and less emotional support from peers and friends (Elmer et al., 2020;Eving et al., 2021). Studies show a positive relationship between teacher support and learning skills (Patrick et al., 2007), intrinsic motivation (Ryan et al., 1994), and, by encouraging student involvement, student achievement (Klem & Connell, 2004). In distance education, students are required to regulate their own learning and maintain motivation to achieve learning objectives, which they are often unable to do (Fryer & Bovee, 2016). [...]in order to achieve the learning objectives, the teacher's support is needed more than in regular classes in school. |
