Students’ motivation in distant education
Anna Kulinska (PhD)
Ateneum Szkoła Wyższa, Gdańsk
The concept of motivation
Cambridge Dictionary:“willingness to do something, or something that causes such willingness”
Dӧrney and Ryan (2015)
without sufficient motivation, even individuals with the most remarkable abilities cannot accomplish long-term goals (…). On the other hand, high motivation can make up for considerable deficiencies both in one’s language aptitude and learning conditions.
Chelly (2020)
deci and ryan (2000)
Nevid (2013)
Dorney (2001)
‘to be motivated means to be moved to do something’ and further explain that ‘someone who is energized or activated toward an end is considered motivated’.
‘factors that activate, direct, and sustain goal-directed behaviour’. ‘Motives are the “whys” of behavior – the needs or wants that drive behavior and explain what we do’.
‘the process that initiates, guides, and maintains goal-oriented behaviors’, it is complex, and involves ‘the biological, emotional, social, and cognitive forces that activate behaviour’.
‘a dynamic factor that is in a continuous process of evolution and change according to the various internal and external influences the learner is exposed to’.
01
02
intrinsic and extrinsic motivation
dynamic nature of motivation
motivations are closely related to emotions
spring 2020
How does the situation affect students’ motivation?
Challenge for teachers ... and the Gen Z students
research description
373 secondary school students
May and June 2020
online The questionnaire (23 questions)
students' evaluation of quality of distant education (1 – hopeless, 6 – excellent)
Forms of instruction used in distant education
Communication with the language teacher in distant education
communication with the language teacher in distant and in traditional classroom
Student motivation in online education and in the traditional classroom
The level of difficulty of the tasks in distant education compared to traditional classroom (1 – easy , 6 – difficult)
The level of understanding in distant education compared to traditional classroom (1 – less , 6 – more)
The level of remembering in distant education compared to traditional classroom (1 – less , 6 – more)
Students’ consistency in learning in distant education compared to traditional classroom (1 – weaker , 6 – stronger)
Factors motivating students to learn the language in distant education and in traditional classroom
Students tend to work on their language skills with more consistency
Spoken channel requires more attention form the teachers
Conclusions from the research
Students notice that they develop their reading and writing skills more effectively
Certain decrease in students' intrinsic motivation
Increase in the extrinsic motivation can be observed in the role of gradest
Diminished influence of external motivators
THANK YOU!
Students' motivation in distant ed
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Transcript
Students’ motivation in distant education
Anna Kulinska (PhD) Ateneum Szkoła Wyższa, Gdańsk
The concept of motivation
Cambridge Dictionary:“willingness to do something, or something that causes such willingness”
Dӧrney and Ryan (2015)
without sufficient motivation, even individuals with the most remarkable abilities cannot accomplish long-term goals (…). On the other hand, high motivation can make up for considerable deficiencies both in one’s language aptitude and learning conditions.
Chelly (2020)
deci and ryan (2000)
Nevid (2013)
Dorney (2001)
‘to be motivated means to be moved to do something’ and further explain that ‘someone who is energized or activated toward an end is considered motivated’.
‘factors that activate, direct, and sustain goal-directed behaviour’. ‘Motives are the “whys” of behavior – the needs or wants that drive behavior and explain what we do’.
‘the process that initiates, guides, and maintains goal-oriented behaviors’, it is complex, and involves ‘the biological, emotional, social, and cognitive forces that activate behaviour’.
‘a dynamic factor that is in a continuous process of evolution and change according to the various internal and external influences the learner is exposed to’.
01
02
intrinsic and extrinsic motivation
dynamic nature of motivation
motivations are closely related to emotions
spring 2020
How does the situation affect students’ motivation?
Challenge for teachers ... and the Gen Z students
research description
373 secondary school students
May and June 2020
online The questionnaire (23 questions)
students' evaluation of quality of distant education (1 – hopeless, 6 – excellent)
Forms of instruction used in distant education
Communication with the language teacher in distant education
communication with the language teacher in distant and in traditional classroom
Student motivation in online education and in the traditional classroom
The level of difficulty of the tasks in distant education compared to traditional classroom (1 – easy , 6 – difficult)
The level of understanding in distant education compared to traditional classroom (1 – less , 6 – more)
The level of remembering in distant education compared to traditional classroom (1 – less , 6 – more)
Students’ consistency in learning in distant education compared to traditional classroom (1 – weaker , 6 – stronger)
Factors motivating students to learn the language in distant education and in traditional classroom
Students tend to work on their language skills with more consistency
Spoken channel requires more attention form the teachers
Conclusions from the research
Students notice that they develop their reading and writing skills more effectively
Certain decrease in students' intrinsic motivation
Increase in the extrinsic motivation can be observed in the role of gradest
Diminished influence of external motivators
THANK YOU!