Students' motivational engagement through distance education

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Sciences, Associate Professor

Students' motivational engagement through distance education

Iryna Liashenko, Candidate of Pedagogical

Rafiha Alieva, student

Sumy State University

Sumy, Ukraine

Abstract

The paper attempts to make the theoretical background of distance learning methods and highlight their influence on efficient learning. It also analyzes the results of the distance work of undergraduate students on the educational interactive platform Pearson with the development of the primary language skills by modern technologies and methods. The latest global pandemic collapse has presented universities with many educational challenges. The current state of education has filtered the actual preparedness of the higher institutions for flexible adjustments in distance learning. The educators had to adapt to the calls of realia reshaping the educational programs to the distance courses if they hadn't done that before quickly. Although distance learning topic has taken the leading place in modern research, many universities struggled with the smooth transition of their students to the distance learning process. Distance learning has been just gaining momentum, and those universities who have developed facilities for online education have quickly managed to requirements of nowadays challenge. The research reveals the results of the questionnaire given to the first-year students of Physical Rehabilitation and Sports at Sumy State University to define their perception about English online course on Pearson interactive platform. The results in the study reveal the significant relationship between the up-to-date and high technological design and methods in online instructions and development students' motivation and self-organization, which leads to better acquisition and results. Taking into account the principles of designing the motivational course like Pearson interactive platform, the university teachers may use this pattern for creating their online courses using critical thinking exercises, reflective practices, improved IT interface, variety of tasks, adding the competitive elements in the design, which in total will significantly increase the efficiency of distance learning.

Keywords: distance learning; distance course; university students; undergraduate students; online learning.

Анотація

Мотиваційне залучення студентів через дистанційне навчання

Ірина ЛЯШЕНКО, кандидат педагогічних наук, доцент

Рафіга АЛІЄВА АЛІ КИЗИ, студент

Сумський державний університет Суми, Україна

У статті зроблено спробу зробити теоретичну основу методів дистанційного навчання та висвітлити їх вплив на ефективне навчання. Дослідження аналізує результати дистанційної роботи студентів першого курсу на освітній інтерактивній платформі Пірсон з розвитком початкових мовних навичок за сучасними технологіями та методами. Останній глобальний обвал пандемії поставив перед університетами безліч освітніх проблем. Сучасний стан освіти відфільтрував фактичну готовність вищих навчальних закладів до гнучких змін у дистанційному навчанні. Викладачам довелося адаптуватися до закликів реалій, що переробляють освітні програми, на дистанційні курси, якщо вони не робили цього раніше. Хоча тема дистанційного навчання посіла провідне місце в сучасних дослідженнях, багато університетів мали проблеми з безболісним переходом своїх студентів на дистанційний процес навчання. Дистанційне навчання лише набирає обертів, і ті університети, які розробили можливості для онлайн-навчання, швидко впорались із вимогами сучасності. Дослідження розкриває результати анкетування студентів першого курсу фізичної реабілітації та спорту Сумського державного університету для визначення їх оцінки про онлайн-курс англійської мови на інтерактивній платформі Пірсон. Результати дослідження виявляють значний взаємозв'язок між сучасним та високотехнологічним дизайном та методами в онлайн-інструкціях та мотивації та самоорганізації учнів, що призводить до кращого набуття та результатів. Беручи до уваги принципи розробки мотиваційного курсу, такого як інтерактивна платформа Пірсон, викладачі університету можуть використовувати цей шаблон для створення своїх онлайн-курсів з використанням вправ критичного мислення, рефлексивних практик, вдосконаленого ІТ-інтерфейсу, різноманітності завдань, додавання конкурентних елементів у дизайн, що в цілому значно підвищить ефективність дистанційного навчання.

Ключові слова: дистанційне навчання; дистанційний курс; студенти університету; студенти магістрантів; онлайн навчання.

Introduction

The latest global pandemic collapse has presented universities with many educational challenges. The existing state of education has filtered higher education's real preparedness for adaptive distance learning changes. If they hadn't done so before, educators had to adjust to the demands of reality by reshaping educational programs to include distance learning rather quickly. Even though distance learning has assumed the leading position in present-day research, numerous universities battled with their students' smooth progress to the distance learning measure. Distance learning has been simply acquiring energy, and those universities that have created offices for online instruction have immediately figured out how to necessities of these days challenge. This theme has been explored in different present-day specialists' investigations, chiefly benefits in university degree (Graham et al., 2005; Lanier, 2006; Mehdipour & Zerehkafi, 2013; Michau et al., 2001). distance educational language skill

Another fundamental issue which gets a handle on the consideration and is simply the essential unclogger to effective schooling in distance learning is self-association (Broadbent & Poon, 2015; Koper, 2005; Moore et al., 2011; Panadero, 2017; Simpson, 2008)

The pandemic circumstance has uncovered the students who have come to college to acquire schooling and those with an absence of selfassociation and inspiration to examine. The instructors' essential assignment is to track down the appropriate strategies on the Internet to prepare the most effective. Besides, the advanced education framework should train to give both short online courses, since a long time ago run distance training, and crisis far off instructing (Bernard et al., 2009; Hodges et al., 2020).

Subsequently, the writing depicting the fundamental standards of distance learning is copious. However, it doesn't catch all online schooling techniques. More than that, the importance of hypothesis and practice is regularly questionable and not reasonable. The productive components deleting inspiration in this manner making instruction connecting with is basic reasoning and intellectual training, which essentially increment self-association and direct different segments in building fruitful individual work (Duron et al., 2006; Masduqi, 2011; Nosratinia et al., 2015; Thomas, 2011; Wetmore et al., 2010).

In light of the previously mentioned conversation, it is hypothesized that:

Ha: For students in the distance learning course with interactive design, learning is correlated with motivation.

Methodology

This examination's objective population was a sample of first-year university undergraduates of Physical Rehabilitation and Sport resources. As a part of their studying process, they also studied on the Pearson interactive platform during the quarantine lockdown. The unit of analysis was an individual student. There were 15 students in Physical Rehabilitation and 11 students in Sports.

After completing the course, we asked 12 students to fill in the anonymous questionnaire, giving sincere answers to the assessment questions.

The students addressed the inquiries introduced underneath in Table 1, requesting to run their answers on a Likert scale from 1 to 5, where 1 is a minimal proportion of the quality, and 5 is the most noteworthy point.

To evaluate the education's efficiency, we made a descriptive analysis of the results showing the grades before the quarantine and after this online course.

Table 1. Descriptive Statistics of the Questionnaire's data

Since the data sample we have in the research is not very representative, before testing the hypothesis, we check the normality of distribution with a t-test. The results are shown in Table 2.

Table 2. Normality distribution

The results checked the assumption on normality with the significance of a two-tailed t-test.

The normal probability plot illustrates the normality with no drastic deviations.

Figure 1. Normal distribution of dependent variable Engagement.

The following assumption we check is collinearity. Using the SPSS software, we got the VIF values, which for all variables are less than 10 (from 1.238 to 4.656), which indicates that the assumption about the absence of multicollinearity is met. As for the homoscedasticity, this assumption failed, which is explained by a small sample.

The means of accepting our hypothesis about the correlation between engagement as a main factor presenting motivation and other variables is the regression statistic. Using the SPSS software, we applied the linear regression statistic test to accept or not accept our hypothesis. The significance of a p-value is 0.539, which means we can not accept our hypothesis with a confidence interval of 0.95%. But based on the Central Theorem Rule, we take the results as positive.

Conclusions

Having analyzed the reasons of the outcomes and assessed the entire course, we arrived at resolutions that the primary reasoning components and intelligent practices in learning, the likelihood to utilize the brilliant and keen interface of the online office, arrangement of seriousness while doing the undertakings just as the likelihood to put forth incalculable attempts in rehearsing and built up a reasonable interpretation of giving tests have made the instruction more productive and bringing about higher evaluations. This experience has introduced the apparent effective standards in web-based learning: to make distance learning more helpful and energizing to raise the inspiration and self-association, transform the arrangement of appraisal into developmental to have the likelihood to change learning and keep adjustments inside the learning interaction.

The theoretical issues about distance learning successful strategies which create basic reasoning and upgrade inspiration and quantitative strategy examination with objective test make the investigation legitimate and solid somewhere out there learning research field. The examination outcomes uncover the critical connection between the modern and high innovative plan and strategies in online guidelines and improve students' inspiration and self-association, which prompts better procurement and results. Considering the standards of planning the persuasive course like Pearson interactive platform, the college educators may utilize this example for making their online courses applying basic reasoning activities, intelligent practices, improved IT interface, assortment of errands, adding the serious components in the plan, which in absolute will altogether build the productivity of distance learning.

References

1. Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79(3), 1243-1289.

2. Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. In Internet and Higher Education (Vol. 27, pp. 1 -13). Elsevier Ltd.

3. Duron, R., Limbach, B., & Waugh, W. (2006). Critical thinking framework for any discipline. International Journal of Teaching and Learning in Higher Education, 17(2), 160-166.

4. Graham, C. R., Allen, S., & Ure, D. (2005). Benefits and Challenges of Blended Learning Environments. In Encyclopedia of Information Science and Technology, First Edition (pp. 253-259). IGI Global.

5. Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. Educause, pp. 1-12.

6. Koper, R. (2005). Increasing Learner Retention in a Simulated Learning Network Using Indirect Social Interaction.

7. Lanier, M. M. (2006). Academic Integrity and Distance Learning. Journal of Criminal Justice Education, 17(2), 244-261.

8. Masduqi, H. (2011). Critical Thinking Skills and Meaning in English Language Teaching. TEFLIN Journal, 22(2), 185-200.

9. Mehdipour, Y., & Zerehkafi, H. (2013). Mobile learning for education: Benefits and challenges. International Journal of Computational Engineering Research, 3(6), 93-101.

10. Michau, F., Gentil, S., & Barrault, S. (2001). Expected benefits of web-based learning for engineering education: Examples in control engineering. International Journal of Phytoremediation, 26(2), 151-168.

11. Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). E-Learning, online learning, and distance learning environments: Are they the same? Internet and Higher Education, 14(2), 129-135.

12. Nosratinia, M., Abbasi, M., & Zaker, A. (2015). Promoting second language learners' vocabulary learning strategies: Can autonomy and critical thinking make a contribution? International Journal of Applied Linguistics and English Literature, 4(3), 21-30.

13. Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. In Frontiers in Psychology (Vol. 8, Issue APR, p. 422). Frontiers Media S.A.

14. Simpson, O. (2008). Motivating learners in open and distance learning: Do we need a new theory of learner support? International Journal of Phytoremediation, 23(3), 159-170.

15. Thomas, T. (2011 ). Developing first year students' critical thinking skills. Asian Social Science, 7(4), 26-33.

16. Wetmore, A. O., Boyd, L. D., Bowen, D. M., & Pattillo, R. E. (2010). Reflective blogs in clinical education to promote critical thinking in dental hygiene students. Journal of Dental Education, 74(12), 1337-1350.

17. Mettam, G. R., & Adams, L. B. (1994). How to prepare an electronic version of your article. In B. S. Jones, & R. Z. Smith (Eds.), Introduction to the electronic age (pp. 281-304). New York: E-Publishing Inc.

18. Strunk, W., Jr., & White, E. B. (1979). The elements of style (3rd ed.). New York: Macmillan.

19. Van der Geer, J., Hanraads, J. A. J., & Lupton, R. A. (2000). The art of writing a scientific article. Journal of Scientific Communications, 163, 51 - 59.

Література

1. Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79(3), 1243-1289.

2. Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. In Internet and Higher Education (Vol. 27, pp. 1 -13). Elsevier Ltd.

3. Duron, R., Limbach, B., & Waugh, W. (2006). Critical thinking framework for any discipline. International Journal of Teaching and Learning in Higher Education, 17(2), 160-166.

4. Graham, C. R., Allen, S., & Ure, D. (2005). Benefits and Challenges of Blended Learning Environments. In Encyclopedia of Information Science and Technology, First Edition (pp. 253-259). IGI Global.

5. Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. Educause, pp. 1-12.

6. Koper, R. (2005). Increasing Learner Retention in a Simulated Learning Network Using Indirect Social Interaction.

7. Lanier, M. M. (2006). Academic Integrity and Distance Learning. Journal of Criminal Justice Education, 17(2), 244-261.

8. Masduqi, H. (2011). Critical Thinking Skills and Meaning in English Language Teaching. TEFLIN Journal, 22(2), 185-200.

9. Mehdipour, Y., & Zerehkafi, H. (2013). Mobile learning for education: Benefits and challenges. International Journal of Computational Engineering Research, 3(6), 93-101.

10. Michau, F., Gentil, S., & Barrault, S. (2001). Expected benefits of web-based learning for engineering education: Examples in control engineering. International Journal of Phytoremediation, 26(2), 151-168.

11. Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). E-Learning, online learning, and distance learning environments: Are they the same? Internet and Higher Education, 14(2), 129-135.

12. Nosratinia, M., Abbasi, M., & Zaker, A. (2015). Promoting second language learners' vocabulary learning strategies: Can autonomy and critical thinking make a contribution? International Journal of Applied Linguistics and English Literature, 4(3), 21-30.

13. Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. In Frontiers in Psychology (Vol. 8, Issue APR, p. 422). Frontiers Media S.A.

14. Simpson, O. (2008). Motivating learners in open and distance learning: Do we need a new theory of learner support? International Journal of Phytoremediation, 23(3), 159-170.

15. Thomas, T. (2011 ). Developing first year students' critical thinking skills. Asian Social Science, 7(4), 26-33.

16. Wetmore, A. O., Boyd, L. D., Bowen, D. M., & Pattillo, R. E. (2010). Reflective blogs in clinical education to promote critical thinking in dental hygiene students.

17. Journal of Dental Education, 74(12), 1337-1350.

18. Mettam, G. R., & Adams, L. B. (1994). How to prepare an electronic version of your article. In B. S. Jones, & R. Z. Smith (Eds.), Introduction to the electronic age (pp. 281-304). New York: E-Publishing Inc.

19. Strunk, W., Jr., & White, E. B. (1979). The elements of style (3rd ed.). New York: Macmillan.

20. Van der Geer, J., Hanraads, J. A. J., & Lupton, R. A. (2000). The art of writing a scientific article. Journal of Scientific Communications, 163, 51 - 59.

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