Abstract:

Among the many factors that influence the effectiveness of distance learning, there is a whole range of those that can be described as mental predispositions or individual qualities. To a relatively small extent we know of a significant factor, which is mindfulness. This is a feature that partly derives from innate predispositions, but can be significantly modified through training and exercise. The subject of our study was the correlation between the scale of attention of the subjects and the effectiveness of e-learning acquisition assessed by them. The level of attention was measured using the MAAS (Mindful Attention Awereness Scale - Brown, Ryan, 2003) questionnaire in Polish adaptation. The effectiveness of distance learning was assessed in two ways: by means of a self-assessment questionnaire and by means of a netnographic method. A noticeable correlation between the attention of school age respondents and the speed and flexibility of effective use of online educational resources assessed by the respondents themselves has been noted. Further research is needed and planned to analyze the character and autonomy of the impact of attention to e-learning effectiveness at various stages of personal development in the course of life.

Keywords:

Mindfulness, e-learning, effective learning, Mindful Attention Awereness Scale.