Skip to main content Skip to main navigation menu Skip to site footer
  • Register
  • Login
  • Language
    • English
    • Język Polski
  • Menu
  • Home
  • Current
  • Archives
  • Announcements
  • About
    • About the Journal
    • Submissions
    • Editorial Team
    • Privacy Statement
    • Contact
  • Register
  • Login
  • Language:
  • English
  • Język Polski

Przegląd Badań Edukacyjnych (Educational Studies Review)

The Cognitive Component of Academic Teachers’ Attitudes Towards E-Learning – Research Report
  • Home
  • /
  • The Cognitive Component of Academic Teachers’ Attitudes Towards E-Learning – Research Report
  1. Home /
  2. Archives /
  3. Vol. 1 No. 41 (2023): Educational Studies Review /
  4. Original research projects

The Cognitive Component of Academic Teachers’ Attitudes Towards E-Learning – Research Report

Authors

  • Krystian Tuczyński University of Rzeszow, Poland https://orcid.org/0000-0001-8220-2199

DOI:

https://doi.org/10.12775/PBE.2023.005

Abstract

The content of the article was directed at determining the level of the cognitive component of university teachers in relation to the use of e-learning in the process of academic education. The purpose of the research being carried out was to determine the dependence of the cognitive component of academic teachers’ attitudes toward e-learning in higher education on the implementation of a distance learning course in Poland. For the purpose of our own research, a survey method was chosen, while the technique used was questionnaire surveying. The research tool used to determine the cognitive component was a test consisting of a set of 30 purposefully selected single-choice questions with three possible answers. The test consisted of three main parts, and each part contained questions on basic knowledge and specific aspects of the issues discussed. The questions were created to verify the mastered content, which was implemented during a training course designed for university teachers
on the use of e-learning in the process of educating students. They were used to determine the scope and depth of knowledge possessed by academic teachers regarding the use of elearning in the academic learning environment. Based on the analysis of the study, it can be noted that the implementation of training
courses to improve the teaching and information and communication skills academic teachers at the University of Rzeszow brought an increase in the level of the cognitive component. The task of academic teachers is to self-improve their workshop. The role of lecturers is to constantly update their knowledge using various e-learning technologies for this purpose. A key role is the awareness of the need for lifelong learning in a rapidly developing reality.

References

Albiladi, W., & Alshareef, K. (2019). Blended Learning in English Teaching and Learning: A Review of The Current Literature. Journal of Language Teaching & Research, 10, 232–238, doi: 10.17507/jltr.1002.03.

Alharbi, S., & Drew, S. (2014). Using The Technology Acceptance Model in Understanding Academics’ Behavioural Intention to Use Learning Management Systems. International Journal of Advanced Computer Science and Applications, 5, 143–155, doi: 10.14569/IJACSA.2014.050120.

Allo, M. (2020). Is The Online Learning Good in The Midst of COVID-19 Pandemic? The Case of EFL Learners. Jurnal Sinestesia, 10(1), 1–10.

Borba, M., Askar, P., Engelbrecht, J., Gadanidis, G., Llinares, S., & Sanchez Aguilar, M. (2016). Blended Learning, Elearning ‑ and Mobile Learning in Mathematics Education. ZDM Mathematics Education, Blended Learning, E-learning and Mobile Learning in Mathematics – Education, 48, 589–610, doi: 10.1007/s11858-016-0798-4.

Estrada, A., Batanero, C., & Lancaster, S. (2011). Teachers’ Attitudes Towards Statistics. In: C. Batanero, G. Burrill, & C. Reading (Eds.), Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education. New ICMI Study Series (pp. 163–174). Dordrecht: Springer, doi:10.1007/978-94-007-1131-0_18.

Garczarek-Bąk, U. (2017). Young Customers’ Explicit and Implicit Attitude Towards Retailers’ Private Label Products. Poznań: UE w Poznaniu.

Halim, A., Yusus, Y., & Yakob, M. (2021). Analysis of Anxiety, Knowledge, and Beliefs Toward E-Learning During COVID-19: The Case of Science Teachers in Aceh, Indonesia. The New Educational Review, 64, 111–121, doi: 10.15804/tner.2021.64.2.09.

Howe, L.C., & Krosnick, J.A. (2017). Attitude Strength. Annual Review of Psychology, 68, 327–351, doi: 10.1146/annurev-psych-122414-033600.

Huda, M., Kamarul. A., Mohd, I., & Bushrah, B. (2017). Understanding Divine Pedagogy in Teacher Education: Insigts from Al-Zurnuji’s Ta’lim Al-Muta’Allim. The Social Sciences, 12, 674–679.

Juszczyk, S. (2002). Edukacja na odległość – kodyfikacja pojęć, reguł i procesow [Distance Education – Codification of Concepts, Rules and Processes]. Toruń: Wydawnictwo Adam Marszałek.

Komalasari, K., Fitriasari, S., & Anggraini, D. (2021). Living Values-Based Digital Learning Resources in Civic Education. The New Educational Review, 63, 85–96, doi: 10.15804/tner.2021.63.1.07.

Kurniawati, A., & Noviani, J. (2021). Indonesian Students’ Perception About the Effectiveness of E-Learning Implementation During COVID-19. The New Educational Review, 66, 95–107, doi: 10.15804/tner.2021.66.4.08.

Mahoney, J., & Hall, C. (2017). Using Technology to Differentiate and Accommodate Students with Disabilities. Learning And Digital Media, 14(5), 291–303, doi: 10.1177/2042753017751517.

Marciniak, B. (2014). Metodyczne aspekty pomiaru deklaratywnych i utajonych postaw [Methodical Aspects of Measuring Declarative and Implicit Attitudes]. Handel Wewnętrzny, 4, 153–158.

Marody, M. (1976). Sens teoretyczny a sens empiryczny pojęcia postawy [Theoretical Sense and Empirical Sense of the Concept of Attitude]. Warszawa: PWN.

Mays, A. (2015). Toward the Application of Constructivism and Constructionism to Work-Related Training in Service of the Enhancement of Human Capital Development in Postsecondary Education Settings in the United States Online Submission. California: California Coast University.

Mądrzycki, T. (1977). Psychologiczne prawidłowości kształtowania się postaw [Psychological Regularities of Shaping Attitudes]. Warszawa: WSiP.

Mika, S. (1981). Psychologia społeczna [Social Psychology]. Warszawa: PWN.

Mishra, L., Tushar, G., & Abha, S. (2020). Online Teaching-Learning in Higher Education During Lockdown Period of COVID-19 Pandemic. International Journal of Educational Research Open, doi: 10.1016/j.ijedro.2020.100012.

Mukherjee, K. (2009). Principles of Management and Organizational Behaviour. New Delhi: McGraw-Hill Educational.

Naidu, S. (2006). E-Learning: A Guidebook of Principles, Procedures and Practices. New Delhi: Commonwealth Educational Media Centre for Asia.

Ong, C.S., Lai, J.Y., & Wang, Y.S. (2004). Factors Affecting Engineers’ Acceptance of Asynchronous E-Learning Systems in High-Tech Companies. Information and Management, 41, 795–804, doi: 10.1016/j.im.2003.08.012.

Oppenheim, A. (2004). Kwestionariusze, wywiady, pomiary postaw [Questionnaires, Interviews, Attitude Measurements]. Poznań: Zysk i S-ka.

Pachisia, J. (2022). The Concept of Blended Learning Mode. International Journal of Home Science, 8(1), 74–81.

Rakic, S., Tasic, N., Marjanovic, U., Softic, S., Luftenegger, E., & Turcin, I. (2020). Student Performance on an E-Learning Platform: Mixed Method Approach. International Journal of Emerging Technologies in Learning (iJET), 15(02), 187–203, doi: 10.3991/ijet.v15i02.11646.

Rashid, S., & Yadav, S. (2020). Impact of COVID-19 Pandemic on Higher Education and Research. Centre for Medical Biotechnology, Amity Institute of Biotechnology. Noida: Amity University, doi: 10.1177/0973703020946700.

Scott, S. (2011). Contemplating a Constructivist Stance for Active Learning within Music Education. Arts Education Policy Review, 112(4), 191–198, doi: 10.1080/10632913.2011.592469.

Siemieniecka, D. (2008). Creative Use of Multimedia Technology in Tearcher’s Work. The Teacher for the Knowledge Society: With Contributors from Argentina, Norway, Poland and USA, 3, 63–71.

Siemieniecka, D. (2017). Selected Polish E-Learning Initiatives Popularising Free Access to Knowledge. Studium Educationis – Rivista quadrimestrale per le professioni educative, 1, 53–64.

Smith, M.B. (1947). The Personal Setting of Public Opinions: A Study of Attitudes Toward Russia. Public Opinion Quarterly, 11, 507–523, doi: 10.1093/POQ/11.4.507.

Szczygielska, A., & Wrzesińska, J. (2009). Kształtowanie pozytywnej postawy pracowników wobec bezpieczeństwa pracy [Shaping a Positive Attitude of Employees Towards Work Safety]. Bezpieczeństwo Pracy. Nauka i Praktyka, 12, 16–19.

Thomas, W.J., & Znaniecki, F. (1918). Polish Peasant in Europe and America. Boston: R.G. Badger.

Walat, W. (2014). Pozytywne i negatywne zmiany w funkcjonowaniu szkoły wyższej pod wpływem e-learningu [Positive and Negative Changes in the Functioning of a University Under the Influence of E-Learning]. Edukacja – Technika – Informatyka, 2(5), 290–300.

Przegląd Badań Edukacyjnych (Educational Studies Review)

Downloads

  • pdf

Published

2023-08-31

How to Cite

1.
TUCZYŃSKI, Krystian. The Cognitive Component of Academic Teachers’ Attitudes Towards E-Learning – Research Report. Przegląd Badań Edukacyjnych (Educational Studies Review). Online. 31 August 2023. Vol. 1, no. 41, pp. 97-120. [Accessed 3 July 2025]. DOI 10.12775/PBE.2023.005.
  • ISO 690
  • ACM
  • ACS
  • APA
  • ABNT
  • Chicago
  • Harvard
  • IEEE
  • MLA
  • Turabian
  • Vancouver
Download Citation
  • Endnote/Zotero/Mendeley (RIS)
  • BibTeX

Issue

Vol. 1 No. 41 (2023): Educational Studies Review

Section

Original research projects

License

Copyright (c) 2023 Krystian Tuczyński

Creative Commons License

This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.

Stats

Number of views and downloads: 368
Number of citations: 0

Search

Search

Browse

  • Browse Author Index
  • Issue archive

User

User

Current Issue

  • Atom logo
  • RSS2 logo
  • RSS1 logo

Information

  • For Readers
  • For Authors
  • For Librarians

Newsletter

Subscribe Unsubscribe

Language

  • English
  • Język Polski
Up

Akademicka Platforma Czasopism

Najlepsze czasopisma naukowe i akademickie w jednym miejscu

apcz.umk.pl

Partners

  • Akademia Ignatianum w Krakowie
  • Akademickie Towarzystwo Andragogiczne
  • Fundacja Copernicus na rzecz Rozwoju Badań Naukowych
  • Instytut Historii im. Tadeusza Manteuffla Polskiej Akademii Nauk
  • Instytut Kultur Śródziemnomorskich i Orientalnych PAN
  • Instytut Tomistyczny
  • Karmelitański Instytut Duchowości w Krakowie
  • Ministerstwo Kultury i Dziedzictwa Narodowego
  • Państwowa Akademia Nauk Stosowanych w Krośnie
  • Państwowa Akademia Nauk Stosowanych we Włocławku
  • Państwowa Wyższa Szkoła Zawodowa im. Stanisława Pigonia w Krośnie
  • Polska Fundacja Przemysłu Kosmicznego
  • Polskie Towarzystwo Ekonomiczne
  • Polskie Towarzystwo Ludoznawcze
  • Towarzystwo Miłośników Torunia
  • Towarzystwo Naukowe w Toruniu
  • Uniwersytet im. Adama Mickiewicza w Poznaniu
  • Uniwersytet Komisji Edukacji Narodowej w Krakowie
  • Uniwersytet Mikołaja Kopernika
  • Uniwersytet w Białymstoku
  • Uniwersytet Warszawski
  • Wojewódzka Biblioteka Publiczna - Książnica Kopernikańska
  • Wyższe Seminarium Duchowne w Pelplinie / Wydawnictwo Diecezjalne „Bernardinum" w Pelplinie

© 2021- Nicolaus Copernicus University Accessibility statement Shop