Aspects of the perception of mixed learning formats among 1st year students of the university and the features of their academic motivation
https://doi.org/10.23947/2658-7165-2021-4-4-52-70
Abstract
The article presents the results of a study of aspects of academic motivation, the level of life-meaning orientations, and attitudes towards a mixed learning format among first-year undergraduate students. The Introduction provides a theoretical overview of the concepts of academic motivation and blended learning. The relevance of this topic is explained by the current trends towards the digitalization of higher education, which has especially intensified in the past few years. The scientific novelty lies in the study of the features of academic motivation and attitudes towards full-time and distance learning of 1st year students, who entered the university under the constraints associated with the COVID-19 pandemic. The Methods section describes the techniques used: test life orientations D. A. Leontiev; questionnaire "Scale of academic motivation" Т. О. Gordeeva, O. A. Sycheva and E. N. Osin; the author's questionnaire was also created, revealing the attitude towards the blended learning format. The features of the sample were described, the hypotheses put forward, and the methods of mathematical statistics used were listed. The Results section displays the processed data. According to the results of the survey, most of the students noted the previous level of motivation to study after entering the university, and those who noted its increase were more satisfied with the quality of education than those who noted the previous or decreased level. The survey showed that the blended learning format for most students does not interfere with the feeling of being in a single educational space. Correlation analysis revealed a positive link between the level of meaningfulness in life and the motivation for cognition, as well as a tendency towards a negative link between the level of meaningfulness in life and the importance of the learning format among respondents. In the Discussion of the results, a comparison of the obtained data is presented, with already conducted studies on this topic. In the Conclusion, conclusions are given on all the work carried out, and possible prospects for further research.
About the Author
M. V. Mankova
Southern Federal University
Russian Federation
Russian Federation
Maria V. Mankova
Rostov-on-Don
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Review
For citations:
Mankova M.V. Aspects of the perception of mixed learning formats among 1st year students of the university and the features of their academic motivation. Innovative science: psychology, pedagogy, defectology. 2021;4(4):52-70. (In Russ.) https://doi.org/10.23947/2658-7165-2021-4-4-52-70
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