Abstract:

In Polish higher education, activities aimed at improving and enriching teaching processes have been undertaken for over 20 years. A significant part of these activities are based on the implementation of the latest information technologies and the Internet in various forms of education. Most Polish universities have the dynamic period of development, which caused significant changes in educational processes, behind them. Undoubtedly, financial support of many initiatives related to the development of distance education from European Union funds contributed to this.

The goal of this paper is to present an investigation of academic e-learning in Poland in both public and private universities. The sample of 139 universities was surveyed and relations between variables, such as e-learning process characteristics and university characteristics, were analyzed via hypotheses testing. When the study was undertaken, there were 410 Polish universities, including 141 public and 269 private.

The entire population of Polish universities was approached based on data available from the government. The survey (and also interviews planned in further research) were directed to employees responsible for implementation or coordination of e-learning, decision makers or influencers (directors/managers of units, specialists, pro-rectors and their deputies for e-learning).

The questionnaire was anonymous and included 27 questions subdivided into four groups: particulars, characteristics, didactics, technology. Survey results were cross-checked with results of introductory (free targeted) interview and secondary sources.

Eight hypotheses were formulated (H1-H8):
H1. The size of the university (number of students) and number of active student accounts on e-learning platform are correlated;
H2. The size of the university and the number of used e-learning platforms are correlated;
H3. The size of the university and the existence of e-learning dedicated unit are correlated;
H4. The time of e-learning implementation and the number of employees responsible for e-learning are correlated;
H5. The time of e-learning implementation and the existence of e-learning dedicated unit are correlated;
H6. The existence of an e-learning dedicated unit and the delivery of full online studies are correlated;
H7. The existence of an e-learning dedicated unit and application of quality assurance procedures for e-learning are correlated;
H8. The number of student and teacher accounts and the number of resources (subjects/courses) on e-learning platform are correlated.

When feasible, chi-square analyses were applied to test the hypotheses. Chi-square analyses were not used when there was an insufficient number of categories. The U Mann-Whitney test was utilized to test differences between medians. The Shapiro-Wilk test was employed to test normality of a distributions. Pearson’s r’s and Spearman’s rank correlation coefficients were calculated.

Results of the survey may constitute a basis for comparison on a national and international level and offer strategic directions for university authorities.

Keywords:

e-learning, research, university, higher education, survey.