Table 1.
Full e-learning versus crisis e-learning
| Features | Methodically implemented e-learning | Crisis e-learning |
|---|---|---|
| Participation costs | Minimal logistic costs | Reduced to zero due to the financial resources of students and teachers |
| Implementation costs | High at the beginning related to the launch of the platform | Reduced to a minimum thanks to the prevalence of free tools |
| Process | Possibility of high individualisation, possibility to influence the time and place of learning | Individualisation limited, place and time of learning conditioned by epidemiological situation and teacher availability |
| Group work | Utilising the diverse capabilities of the platforms to ensure interaction between users | Attempts to use different tools (usually well-known, recommended or free of charge) to enable group work for selected topics |
| Knowledge check |
Automation of checking of learning outcomes The number of participants does not affect the planned knowledge testing process |
Evaluation of learning outcomes on an ongoing basis with the design of new solutions to minimise cheating |
| Forms of communication | Using the full capabilities of dedicated platforms. Designed to be varied and to activate learners | Attempts to transpose analogue forms, methods and means into the digital environment using a variety of tools. Searching for optimal solutions |
| Feedback on the quality of e-learning | Use of standardised tools covering course objectives | Based on participant observation, self-reflection by the trainers, problem solving situations |
| Technical assistance | Provided for both instructors and learners | Low level. Peer support and self-learning occur |
| Development of the material | One-time preparation of material to be used in subsequent editions of the course | Development of learning materials on an ongoing basis, ongoing validation of digital content and learning resources |
| Tutors | Expert in e-learning, with knowledge of methodology | A person learning the principles of e-learning methodology, based on his/her own experience and drawing on the experience of other teachers in the vicinity |
| Source | Konieczek, 2017 | Own elaboration |