DEKOMPOZYCJA ROLI STUDENTA JAKO EFEKT NAUCZANIA ZDALNEGO. NARRACJE STUDENTÓW PIERWSZYCH LAT O DOŚWIADCZENIACH ZWIĄZANYCH Z WCHODZENIEM W DOROSŁOŚĆ W CZASACH PANDEMII
DECOMPOSITION OF THE STUDENT’S ROLE AS A RESULT OF DISTANCE LEARNING. FIRST-YEAR STUDENTS’ NARRATIVES ABOUT THE EXPERIENCES OF ENTERING ADULTHOOD DURING A PANDEMIC

Summary/Abstract: The article will present the functioning of first-year students who started their studies at the University of Zielona Góra in the 2020/21 academic year. At that time, all universities in Poland had e-learning, conducted with the use of appropriate internet tools. It seemed reasonable to ask about the consequences of such a situation for fulfilling the role of a student. Under normal conditions, taking it up is often associated with moving out of the house, taking up additional work, a greater range of independence, i.e. the occurrence of classic markers of adulthood. In a pandemic, this process has not even started. The students stayed in their homes under the care of their parents. We put for- ward the thesis that remote education has resulted in the decomposition of the classical designations of the role of a student. After the end of the adolescence phase and the closure / expiry of the role of a high school student, there was no transition to the role of a student and to the early adulthood phase to the extent that it would have been in the normal course.

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