| “I would like to have some feedback regarding the assignments I accomplished” |
Reflection on the course environmentSuggestions for the course |
These kinds of opinion indicate that the student forms his temporal perspective together with the authors of the course. Often enough the authors do not actively interact with the students on the platform. After all, distance courses were created to reduce teaching duty and to free the students from dependence and constant interaction with teachers. It could be assumed that one of the conditions for intensifying distance learning and increasing its role in the educational process is the introduction of a new professional activity connected with feedback generators. It does not have to be the authors of the course, but they must be professionals in the topic. |
| “I began to pay more attention to those actions that give me positive emotions, I started to lose extra weight because my emotions switched from eating to activity”“[I experienced in connection with the course] disappointment. I have a feeling that the information is irrelevant to the topic, unnecessary. But I plan to accomplish the course, I am curious how it will end” |
Reflection on external changes |
The student forms the dominant of his attention with regard to temporal perspective. In this statement the perspective is short-term. Perhaps, the course should be built with the aim of forming short-term perspectives. Unlike classical educational courses, which are created as monuments and designed to form long-term perspective, distance courses are not monuments but are train tickets, which are sometimes free. And the ‘train’ must stop at train stations.Negative assessment, disappointment, accompanied by hope, points to the future and indicates a certain credit of trust, which serves as the fundamental to stay tuned. |
