scholarly journals ОСОБЛИВОСТІ МОТИВАЦІЇ СТУДЕНТІВ-ПЕРШОКУРСНИКІВ В УМОВАХ ДИСТАНЦІЙНОГО КАРАНТИННОГО НАВЧАННЯ

2021 ◽  
pp. 80-89
Author(s):  
Злата Ржевська-Штефан
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Social Contexts ◽  
Face To Face ◽  
Study Results ◽  
Efl Students ◽  
Online Distance Learning ◽  
Online Distance ◽  
Motivation And Learning

Статтю присвячено проблемі мотивації до навчання студентів-першокурсників університету в умовах карантинного дистанційного навчання, для яких вимушений і раптовий перехід на дистанційну форму співпав з періодом їх адаптації до навчання у виші. Проаналізовано переваги та обмеження дистанційної форми навчання в плані мотивування студентів до досягнення навчальних цілей. Розкрито специфіку мотивації студентів в умовах дистанційного карантинного навчання. З метою вивчення особливостей мотивації до навчання студентів першокурсників в умовах карантинного дистанційного навчання використано методику «Шкали академічної мотивації» Т.О. Гордеевої, яка дозволяє визначити рівень розвитку різних мотиваційних конструктів в контексті теорії самодетермінації. Визначено, що у більшості студентів під час академічного року 2020-2021 домінувала внутрішня мотивація, а загальною тенденцією в динаміці мотивації студентів було незначне зниження показників за всіма шкалами як внутрішньої, так і зовнішньої мотивації. Виключенням є показники шкали амотивації, яка несуттєво зросла. Порівняння отриманих результатів із даними про мотивацію першокурсників, що навчались очно, показало, що мотивація студентів, що навчалися в умовах дистанційного та змішаного навчання, виявилась достовірно вищою за всіма шкалами внутрішньої мотивації, а також за шкалами мотивації самоповаги та інтроеційованої мотивації. Виявлені особливості, на наш погляд, визначають специфіку адаптаційних процесів першокурсників в умовах карантинного дистанту. Також отримані результати свідчать, що, попри негативний вплив умов локдауну, студенти виявились достатньо мобілізованими для подолання викликів адаптації до незвичних умов навчання. В свою чергу умови дистанційного навчання спільно з викликами пандемії створили підґрунтя для активізації процесів саморегуляції першокурсників і набуття ними суб’єктного досвіду. Водночас цих умов вочевидь недостатньо для того, щоб такі процеси набули масовості та більшої глибини. Література Гордеева, Т.О., Сычев, О.А., & Осин, Е.Н. (2014). Опросник «Шкалы академической мотивации». Психологический журнал, 35(4), 96–107. Дворецкая, Т.А., & Ахмадиева, Л.Р. (2018). Динамика направленности учебной мотивации у студентов разных курсов в течение учебного года. Профессиональное образование в современном мире, 8(2), 1924–1933.https://doi.org/10.15372/PEMW20180222 Іванеко, Ю. (2020). Дистанційне навчання як засіб розвитку самоорганізації студентів. Збірник наукових праць «Проблеми сучасної психології», 49, 60–83. https://org/10.32626/2227-6246.2020-49 Красюк, Ю.М. (2010). Проблеми мотивації навчальної діяльності студентів дистанційної форми навчання. Режим доступу: https://ir.kneu.edu.ua/bitstream/handle/2010/25885/ZE_Krasiuk.pdf?sequence=1&isAllowed=y Панферов, В.Н., Безгодова, С.А., Васильева, С.В., Иванов, А.С., & Микляева, А.В. (2020). Эффективность обучения и академическая мотивация студентов в условиях онлайн-взаимодействия с преподавателем (на примере видеолекции). Социальная психология и общество, 11(1), 127–143. https://doi.org/10.17759/sps.2020110108 Прибилова, В. (2017). Проблеми та переваги дистанційного навчання у вищих навчальних закладах України. Проблеми сучасної освіти, 4, 27–36. Режим доступа: https://periodicals.karazin.ua/issuesedu/article/view/8791 Пуляєва, В.Н., & Неврюев, А.Н. (2019). Академическая мотивация: как фактор удовлетворенности образовательными услугами. Креативная экономика, 3, 533–544. Режим доступа: http://elib.fa.ru/art2019/bv480.pdf Савин, Е.Ю. (2019). Соотношение субъектного опыта студента с внешней и внутренней мотивацией академической активности. Мир науки. Педагогика и психология, 2. Режим доступа: https://cyberleninka.ru/article/n/sootnoshenie-subektnogo-opyta-studenta-s-vneshney-i-vnutrenney-motivatsiey-akademicheskoy-aktivnosti Смульсон, Ю.Л. (2012). Дистанційне навчання: психологічні засади. (Монографія). Кіровоград : Імекс-ЛТД. Biwer,, Wiradhany, W., oude Egbrink, M., Hospers, H., Wasenitz, S., Jansen, W., & de Bruin,A. (2021). Changes and Adaptations: How University Students Self-Regulate Their Online Learning During the COVID-19 Pandemic. Front. Psychol., 12, 642593. https://doi.org/10.3389/fpsyg.2021.642593 Deci, E., & Ryan, R.M. (2012). Motivation, Personality, and Development within Embedded Social Contexts: An Overview of Self-Determination Theory. In The Oxford Handbook of Human Motivation, 1–26. http://dx.doi.org/10.1093/oxfordhb/9780195399820.013.0006 Markova, Т., Glazkova, І., & Zaborova, Е. (2017). Quality Issues of Online Distance Learning. Procedia – Social and Behavioral Sciences, 237, 685–691. https://doi.org/10.1016/j.sbspro.2017.02.043 Meeter, M., Bele, T., Hartogh, C. d., Bakker, T., de Vries, R.E., & Plak, S. (2020). College students’ motivation and study results after COVID-19 stay-at-home orders. https://doi.org/10.31234/osf.io/kn6v9  Meşe, E., & Sevilen, Ç. (2021). Factors influencing EFL students’ motivation in online learning: A qualitative case study. Journal of Educational Technology & Online Learning, 4(1), 11–22.  Retrieved from https://dergipark.org.tr/en/pub/jetol/issue/60134/817680 Stark, E. (2019). Examining the Role of Motivation and Learning Strategies in the Success of Online vs. Face-to-Face Students. Online Learning, 23(3), 234–251. http://dx.doi.org/10.24059/olj.v23i3.1556  

scholarly journals Online-Based Distance Learning During Covid-19 Pandemic at Primary School

2021 ◽  
Vol 3 (2) ◽  
pp. 208-217
Author(s):  
Tenika Illananingtyas
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Primary Schools ◽  
Educational Institution ◽  
Analysis Data ◽  
Face To Face ◽  
The Face ◽  
Face To Face Learning ◽  
Online Distance Learning ◽  
Online Distance

The Indonesian government is currently facing a Covid-19 pandemic that is still beyond its control. From print media to electronic media, the mass media continues to report on the number of victims infected with this virus, and the number is declining. One of the predictive steps to prevent the spread of this virus is to maintain social distancing. As a formal educational institution, the school responded quickly to this situation. The school does not hope that by changing the face-to-face learning mode, the virus will spread in its environment. I.e. through distance learning or online learning (online). Therefore, this is the task of the teacher, that is, to be able to create various activities in online learning that can attract students' interest in learning. Especially learning English requires not only theory, but also a lot of practice. Therefore, interactive learning in the form of activities is required to allow students to actively participate in the online learning process. This research aims to obtain important information about the effectiveness of online distance learning (PJJ) for primary schools in Kediri City. The research methods used descriptive qualitative methods to 20 respondents. According to the analysis data, the research results show that online distance learning for elementary schools is considered to be quite effective.

scholarly journals Online Distance Learning Amidst Covid-19 Pandemic Among University Students

2020 ◽  
Vol 16 (3) ◽  
pp. 220
Author(s):  
Muhammad Faizal Samat ◽  
Nur Amalina Awang ◽  
Siti Nor Adawiah Hussin ◽  
Farahiyah Akmal Mat Nawi
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Behavioral Intention ◽  
Intrinsic Value ◽  
Face To Face ◽  
Performance Expectancy ◽  
Effort Expectancy ◽  
Online Distance Learning ◽  
Online Distance ◽  
Effective Use

World Health Organization declared the coronavirus disease 2019 (Covid-19) outbreak, caused by severe acute respiratory syndrome coronavirus 2 to be a pandemic on March 12, 2020. In response to that, Malaysia has announced movement control order effective on March 18, 2020, leading to the near-total closures of education center. University closures impact not only students, lecturers, and families, but have far-reaching economic and societal consequences. In response to that, Universiti Teknologi MARA (UiTM) has introduced the use of online distance learning and open educational applications and platforms that lecturers can use to reach learners remotely and limit the disruption of education. Even though UiTM has already adopted the integrated face-to-face and online learning approach in the classroom since many years ago, however, the commencement of solely using online learning platform, in the absence of face-to-face meetings is challenging. In addition, it is also crucial to note that the previous study on the determinants of the intention and effective use of online distance learning is scarce. Thus, this study seeks to identify the significant relationship between the intention and the effective use of an ODL among the students. Findings from this study reveals that four out of five determinants (performance expectancy, effort expectancy, social influence, facilitating condition and intrinsic value) found to be significantly relationship with the behavioral intention of the students to use online distance learning. Behavioral intention also was found to be significant with use behavior. Although the intrinsic values (new determinants) has contributed to the theory, it is recommended that the same study will be carry out to the entire of education center, either public or private.   Keywords: Performance Expectancy, Effort Expectancy, Social Influence, Facilitating Condition, Intrinsic Value, Behavior

scholarly journals An Evaluation into the Role of Online learning in Enhancing the Delivery of an eBusiness related Masters Course

10.28945/2661 ◽  
2003 ◽  
Author(s):  
Evelyn McLellan ◽  
Mark Stansfield
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Face To Face ◽  
Lessons Learnt ◽  
Academic Courses ◽  
Online Distance Learning ◽  
Online Distance ◽  
The University

Within many educational institutions across the world, the delivery of undergraduate and postgraduate courses is being facilitated by online learning technologies. The development and transformation of academic courses for online learning delivery provides a number of opportunities for both the academic institution and prospective students. However, there are a number of important issues that need to be addressed if online learning is to contribute to the educational experience of the student in a positive way and actually enhance teaching and learning as compared with more traditional face-to-face delivery. This paper describes the process of transforming a Masters course in the Management of eBusiness offered by the University of Paisley from a distance learning to an online distance learning course. The paper will identify the main educational theories that informed and influenced the development of the online course as well as identify the main lessons learnt from evaluating the course which has now been running for a number of years. The lessons learnt will be of interest to many people involved in the development and running of online learning courses.

scholarly journals Online Learning amid COVID-19 Pandemic: A Case Study of Vocabulary Learning Strategies

2021 ◽  
pp. 281-294
Author(s):  
Muayad Abdulhalim Ahmad Shamsan ◽  
Jamal Kaid Mohammed Ali ◽  
Taha Ahmed Hezam
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Face To Face ◽  
Online Study ◽  
Vocabulary Learning Strategies ◽  
English Majors ◽  
Efl Students ◽  
Teaching Learning ◽  
The University

The outbreak of Coronavirus disease (COVID-19) has led countries to implement measures to prevent its spread. One of these measures included shutting down schools and universities. Consequently, the teaching, learning and assessment processes were entirely shifted from face-to-face to online. The current study aimed to investigate online vocabulary learning strategies (VLSs) amid COVID-19 pandemic used by Saudi EFL students. It attempted to find out the online strategies Saudi EFL astudents use to get the meaning of new vocabulary, the strategies they use to study new vocabulary and the strategies they follow to revise the learned vocabulary and keep them as part of their repertoire. The sample of the study was 119 male and female English and non-English majors. The study modified Kulikova’s (2015) questionnaire. This study was conducted at the University of Bisha, Saudi Arabia, during a fully online learning period in September and October 2020 at the time of COVID-19 outbreak. The data were collected via a self-administered questionnaire form. It was distributed via teachers of the English Department. The study found out that English majors used vocabulary learning strategies more than non-English majors. It also showed that students do not ask their teachers about the meaning of new vocabulary (77%), they also do not ask their classmates (92%), nor they ask their friends (85%), which could be attributed to online study and due to social distance during coronavirus pandemic (COVID-19).

scholarly journals THE IMPLEMENTATION OF SYNCHRONOUS AND ASYNCHRONOUS E- LANGUAGE LEARNING IN EFL SETTING: A CASE STUDY

JURNAL BASIS ◽  
2020 ◽  
Vol 7 (2) ◽  
pp. 309
Author(s):  
Rika Riwayatiningsih ◽  
Sulistyani Sulistyani
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learning Activity ◽  
Asynchronous Learning ◽  
Face To Face ◽  
Online Distance Learning ◽  
Combination Approach ◽  
Online Distance

Teaching and learning process since the pandemic time has shifted away from the traditional face to face classroom into online distance learning, and this will be undergo in the post pandemic. This case study aimed to investigate the effectiveness use of the combined modes of synchronous and asynchronous in e- language learning for university students. While both types of that learning approach have its importance in different scenario. The research questions to be answered in the study was how the adoption of synchronous (discussion activity platform) and asynchronous (learning content platform) would be more effective in e- language learning. 55 university participants from the second semester of English Department who joined the online creative writing class in synchronous and asynchronous language learning activity received the survey questionnaire as the sampling of the collected data. The data from the interview was also obtained to get the learners insights regarding the course experiences.The results showed that the applying of the combination approach in online learning has been greatly effective in helping the learners in terms of the community interaction and  material engagement. Moreover, the learners’ response about the using blended mode of synchronous and asynchronous for their learning is very positive. Some suggestions to enfold the problems over the online learning  are also provided.

scholarly journals Examining the Role of Motivation and Learning Strategies in the Success of Online vs. Face-to-Face Students

2019 ◽  
Vol 23 (3) ◽  
Author(s):  
Emily Stark
Keyword(s):  
Learning Strategies ◽  
Online Courses ◽  
Strongly Correlated ◽  
Online Students ◽  
Course Performance ◽  
Face To Face ◽  
Upper Level ◽  
Online Format ◽  
Motivation And Learning

The goal of this paper is to compare the motivations and learning strategies of online and face-to-face students, utilizing the Motivated Strategies for Learning Questionnaire (Pintrich et al., 1993). Prior research (Crede & Phillips, 2011) suggest that motivation variables play a larger role in predicting student success in online courses compared to the specific learning strategies that are used, but little research has directly compared online students to face-to-face students. Results of this study found that while online students reported lower levels of motivation compared to face-to-face students, motivation variables were more strongly correlated with course performance than learning strategies, particularly for online courses. The results are discussed with implications for how to build student motivation to succeed, particularly in an online format, as well as different considerations for lower-level or upper-level students.

scholarly journals Exploring the Experiences of Postgraduate Students in the Field of Special Education with Remote Online Teaching Amid COVID-19 Pandemic: A Mixed Methods Study

2021 ◽  
Vol 11 (5) ◽  
pp. 237
Author(s):  
Alyaa Hemdi
Keyword(s):  
Special Education ◽  
Online Learning ◽  
Mixed Methods ◽  
Distance Learning ◽  
World Health ◽  
Postgraduate Students ◽  
Study Results ◽  
The World ◽  
Online Distance Learning ◽  
Online Distance

The spread of COVID-19 has had a significant impact on many parts of life, including education. Instructors, students, and institutions across the world were forced to close their doors and shift to online distance learning in accordance with the World Health Organization (WHO) recommendation for social distancing. This study aims to explore the experience (challenges and benefits) of Saudi postgraduate students in the field of special education relating to the sudden shift to online distance learning during the COVID-19 pandemic. An embedded mixed methods design with a great emphasis placed on the qualitative strand, while the quantitative strand took a secondary role. Online learning readiness was assessed using a scale with (n=37) postgraduate students, then interviews were conducted with (n=9) postgraduate students. Postgraduate students in the Kingdom Saudi Arabia were found to have a high level of readiness and were highly confident and highly motivated for online learning during the pandemic. The most frequently mentioned challenges found in this study included technical difficulties. It was also found that despite the challenges faced by the students, they still preferred virtual classes over traditional face-to-face lectures, as they are flexible and convenient. Study results lead to a better understanding of postgraduate students’ adaptation to online learning in emergency situations. Additional improvements including refining the difficulties, strengthening the current advantages, and listening to students’ experiences and suggestions would lead to more successful remote teaching in the future.   Received: 12 July 2021 / Accepted: 20 August 2021 / Published: 5 September 2021

scholarly journals Online Learning amid COVID-19 Pandemic: A Case Study of Vocabulary Learning Strategies

2021 ◽  
Author(s):  
Muayad Abdulhalim Shamsan ◽  
Jamal Kaid Mohammed Ali ◽  
Taha Ahmed Hezam
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Face To Face ◽  
Online Study ◽  
Vocabulary Learning Strategies ◽  
English Majors ◽  
Efl Students ◽  
Teaching Learning ◽  
The University

The outbreak of Coronavirus disease (COVID-19) has led countries to implement measures to prevent its spread. One of these measures included shutting down schools and universities. Consequently, the teaching, learning and assessment processes were entirely shifted from face-to-face to online. The current study aimed to investigate online vocabulary learning strategies (VLSs) amid COVID-19 pandemic used by Saudi EFL students. It attempted to find out the online strategies Saudi EFL astudents use to get the meaning of new vocabulary, the strategies they use to study new vocabulary and the strategies they follow to revise the learned vocabulary and keep them as part of their repertoire. The sample of the study was 119 male and female English and non-English majors. The study modified Kulikova’s (2015) questionnaire. This study was conducted at the University of Bisha, Saudi Arabia, during a fully online learning period in September and October 2020 at the time of COVID-19 outbreak. The data were collected via a self-administered questionnaire form. It was distributed via teachers of the English Department. The study found out that English majors used vocabulary learning strategies more than non-English majors. It also showed that students do not ask their teachers about the meaning of new vocabulary (77%), they also do not ask their classmates (92%), nor they ask their friends (85%), which could be attributed to online study and due to social distance during coronavirus pandemic (COVID-19).

scholarly journals Teaching and Learning in Survival Mode: Students and Faculty Perceptions of Distance Education during the COVID-19 Lockdown

2021 ◽  
Vol 13 (14) ◽  
pp. 8053
Author(s):  
Maram Meccawy ◽  
Zilal Meccawy ◽  
Aisha Alsobhi
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Success Factors ◽  
Faculty Perceptions ◽  
Learning Experience ◽  
Negative Perception ◽  
E Learning ◽  
Online Distance Learning ◽  
Online Distance

(1) This study demonstrates how a Saudi university has responded to the COVID-19 lockdown in order to examine the success factors and highlight any challenges. The main purpose was to determine the perceptions of students and faculty towards emergency online distance learning from a teaching and learning perspective; (2) A cross-faculty study was conducted: two different self-administered questionnaires were developed for students and faculty, respectively. In addition, data was collected from official reports; (3) The results show that students had a more positive perception of e-Learning despite the difficulties that they may have faced, while faculty results leaned slightly towards a negative perception. However, there was not a definite positive or negative perception, depending on the aspect of teaching that was being evaluated. The study also indicated that faculty and students’ gender had no significant effect on their perceptions. Overall results showed that the university performed well in accordance with three of the five pillars of online learning quality framework in terms of student satisfaction, access and scalability. On the other, improvements are needed to achieve better results for faculty satisfaction and learning effectiveness; (4) The findings present a number of suggestions for increasing satisfaction to improve the online learning experience post COVID-19.

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