Students’ Learning Motivation In Classroom And Distance-Based Formats

Abstract

The authors carried out a review of studies devoted to the problems of the forced transition to distance learning during the pandemic. They highlighted the main directions of analysis and described advantages and disadvantages of this learning format. Two directions of psychological and pedagogical research of distance learning are presented: the change in the objective characteristics of the educational environment and the learners’ subjective perceptions and reflections. The types of ideas about the motivation to learning and quasi-professional activities are characterized. The authors made a conclusion about insufficient study of changes in students’ learning motivation in the distance-based format. The paper presents a description of the study of the learning motives of the first year students in engineering training areas, which made it possible to assess the components of learning motivation in classroom and distance-based formats. The applied technique revealed the features of cognitive activity, achievement motivation, and the display of anxiety and anger. The students were grouped according to the level of learning motivation demonstrated in the classroom format. The study revealed the absence of students with an extremely negative attitude towards learning in the distance-based format. A significantly decreased intensity of the anxiety and anger cases was revealed. The empirical data generally showed the relative stability of the main motives of learning activity and the positive dynamics of emotions during the transition to distance learning in the sample group under survey. The authors made a conclusion that similar monitoring of students from other training areas is necessary.

The article is not prepared yet for the html view. Check back soon.

Copyright information

This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.

About this article

Cite this paper as:

Click here to view the available options for cite this article.

Publisher

European Publisher

First Online

25.09.2021

Doi

10.15405/epsbs.2021.09.02.244

Online ISSN

2357-1330