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Статья поступила в редакцию 20.03.22
УДК 378
Kremleva Yu.V., Cand. of Sciences (Pedagogy), senior lecturer, Altai State Technical University n.a. Lomonosov (Barnaul, Russia),
E-mail: kremlevajuliya@mail.ru
Romanova T.A., Cand. of Sciences (Philology), senior lecturer, Altai State Pedagogical University (Barnaul, Russia), E-mail: sakharova2018@yandex.ru
Kulakova T.A., Cand. of Sciences (Philosophy), senior lecturer, Altai State Pedagogical University (Barnaul, Russia), E-mail: coolak@mail.ru
THE IMPACT OF DISTANCE LEARNING ON STUDENTS' MOTIVATION. The development of educational process in the XXI century is closely connected not only with the introduction of new pedagogical technologies, but also with the replacement of all lectures and part of the seminars with online classes. The article examines the influence of distance learning on the change in the quality of education, on the choice of educational technologies used. It finds the most effective options for solving the problems that have arisen and ways to reduce the negative impact of distance learning on students of the three universities. The article reveals and analyses the causes and consequences of decreased learning motivation caused by distance learning and offers the most effective ways to increase learning motivation through the use of personally-oriented technologies in distance learning. The authors also show pros and cons of distance learning. The research gives an opportunity to develop guidelines on the use of personality-oriented technologies in the study of the humanities in distance learning at universities.
Key words: personality-oriented technology, distance learning, motivation, education.
Ю.В. Кремлева, канд. пед. наук, доц., Алтайский государственный технический университет, г. Барнаул, E-mail: kremlevajuliya@mail.ru
Т.А. Романова, канд. филол. наук, доц., Алтайский лингвистический институт АлтГПУ, г. Барнаул, E-mail: sakharova2018@yandex.ru
Т.А. Кулакова, канд. филол. наук, доц., Алтайский филиал РАНХиГС, г. Барнаул, E-mail: coolak@mail.ru
ВЛИЯНИЕ ДИСТАНЦИОННОГО ОБУЧЕНИЯ НА МОТИВАЦИЮ СТУДЕНТОВ
Развитие образовательного процесса XXI века связано с внедрением новых педагогических технологий, а также с замещением лекций и практических занятий онлайн-занятиями. В статье рассмотрено влияние дистанционного обучения на качество образования, мотивацию студентов, на выбор применяемых образовательных технологий. Авторами отмечается снижение мотивации при длительном использовании данной формы обучения. В статье описаны преимущества и недостатки дистанционного обучения, показаны причинно-следственные связи возникших проблем при данном обучении. Авторы предлагают наиболее эффективные варианты решения возникших проблем и негативных последствий дистанционного обучения у студентов трех вузов г Барнаула. После проведенного исследования были составлены и обоснованы рекомендации применения личностно ориентированных технологий при дистанционном обучении.
Ключевые слова: личностно ориентированная технология, дистанционное обучение, мотивация, образование.
In March 2020 due to the pandemic university students shifted to distance learning. For many teachers and students this form of education turned out to be new or was previously applied to a limited extent. The experience gained during this year requires a rethinking not only of the content of the subjects taught, but also of the teaching technologies used by teachers earlier. The shift to distance learning revealed a gap between network technologies and traditional education. Of course several scientific works have been devoted to the problems of distance education. Bolotova K.P., Gilmutdiniva N. A., Polozhentseva I. V. examine the influence of distance learning on the change in the quality of education. Shutenko A.I., Loginova N.S. analyses the causes and consequences of decreased learning results caused by distance education. But there are still a lot of problems to solve. The question arose of combining digital
technologies with new pedagogical technologies, as well as the question of preserving the integrity of the pedagogical process.
To study distance-learning related problems, an empirical study was carried out in three state universities of Barnaul which switched to this form of education for the period of more than a year due to the difficult epidemiological situation in Altai Krai. As a result of the analysis of the data obtained in the course of the study, the hypothesis was confirmed that the majority of respondents experiencing distance learning changed not only their motivation, but also their views on the role of the teacher in the educational process. A splitting of the integrity of the pedagogical process was also noted. Undoubtedly, it is the goal set by the teacher and the specific features of the studied subject that will determine the choice of means and technologies, ensure the
unity of the form and content of the pedagogical process, taking into account the individual development trajectory of a university student. The practical significant is the next: the research carried out gave the authors the opportunity to develop the guidelines on the use of personality-oriented technologies in the study of the humanities in distance learning at a university.
Problem statements.
The separation of learners and teachers by time and space and the transition to the use of network technologies led to various difficulties in the educational process. In addition to technical problems (lack of the necessary equipment for students and teachers, power outages, Internet connection problems, freezing due to overload of technical platforms of universities, etc.), time zone differences when agreeing on the time of classes and consultations, university teachers faced the difficulties implementing the same pedagogical technologies that previously proved their efficiency.
The first months of distance learning were described by the students as the hardest period due to the lack of non-verbal communication and emotional messages, the distortion of verbal communication, the absence of many previously used technologies, the impossibility of complete self-actualization in a new academic environment. Online learning and online interaction has split the integral educational process, significantly transforming the educational work in the university.
It was also noted that distance learning often upset the work-life balance and violated the basic principles of a healthy lifestyle, which had previously been promoted in the universities of Barnaul. This led to a decrease in stress resistance, motivation and quality of education in universities.
The relevance of this and other problems led us to the decision to conduct a study among students of three universities to clarify hypotheses about the consequences of the transition to distance learning. We assume that the change in the implemented pedagogical technologies has led to a decrease in students' motivation. Self-actualization and personal development began to be perceived by the students as unattainable in the new academic environment; living in the digital world of network technologies force students to postpone their life missions and priorities for the uncertain future.
The study focuses on the following issues: the main problems that the students of three non-humanitarian universities faced in the distance learning period; the connection between these problems and decreased learning motivation of students studying humanities in non-humanities universities; the most effective options for solving the problems that have arisen and ways to reduce the negative impact of distance learning on students of the three universities. The purpose of the study is to reveal and analyse the causes and consequences of decreased learning motivation caused by distance learning and to offer the most effective ways to increase learning motivation through the use of personally-oriented technologies in distance learning
Research Methods
• Structural analysis was applied to characterize the main components of the used technologies and to describe the specifics of distance learning.
• Synthesis method was used to identify the common features in the study of humanities in universities during the pandemic period in the Russian Federation.
• Questionnaire method was used to collect empirical information about the problems of distance learning. Please replace this text with context of your paper.
Findings.
To analyze and confirm the previously stated problems in distance learning, the questionnaire "The influence of distance learning on the motivation of students of non-humanitarian specialties" was developed. The questionnaire surveyed 360 people who had to switch to distance learning during the pandemic period.
When asked about changes in motivation during distance learning, 41% of students answered that it decreased, 30% - said that it increased, and 29% of respondents noted that their motivation has not changed. Only 28% of students had extrinsic positive motivation. Extrinsic negative motivation was not significant, some of the students found it difficult to answer. In spite of the fact that 69% of respondents had a positive attitude to distance learning, only 40% chose distant learning as the main form of getting education. The main reason for this is decreased learning motivation found in 41% of students who stated that the quality of education has dropped. Learning motivation of students also depended on goal-setting and learning outcomes confirmed by successful.
The decline in the quality of teaching-learning process occurred against the background of an increase in the amount of workload and time spent on home assignment (noted by 48% of students). Only 39% of the respondents wrote that home assignments took less time than they did with full-time education. 55% of students faced the requirement to do a lot of homework to tight deadlines. Only 16% of students noticed the absence / minimization of creative tasks, and 14% were alarmed by the general decrease in the number of tasks. 21% of students felt uncomfortable because of the absence or a significant reduction of in-person interaction with classmates. Peer interaction was reduced to the exchange of information about the organization of classes and home assignments. During the period of distance learning students lost interest and the ability to collaborate with their peers. This competence is one of the priorities in teaching the humanities.
Distance learning forced the teachers to think of new tools and methods to make the learning process efficient. Students noted that interactive tasks and problem-solving activities were used as well as more traditional teaching methods. Nevertheless, for 74% of students offline home assignments were difficult to complete due to the
following reasons: inability to understand subject issues, lack of the desire to do the task, concentration problems and poor ability to recall badly understood information. That led to the decrease of learning motivation and as a consequence to the decrease in the quality of acquired knowledge.
Also, 78% of the students asked mentioned that their health had worsened. 28% of them pointed out that they started feeling tired more often after having shifted to distance learning. They began to experience different kinds of health disorders such as headaches, backaches, pains in their necks, heart problems, etc. more frequently. 23% of the respondents said their eyesight had turned weaker. 29% of the students described their psychological health as having become poorer. At the same time 49% of the students participated in the survey did not have any health problems. It means that 51% of all the students asked experienced physical and mental health disorders during the period of distance learning. These figures can serve as quite a serious argument against distance learning being used overall, full-time and on a long-term basis. Students' motivation and the quality of education in general were influenced greatly by the health problems mentioned above as well as students' mental state in the situation of the lockdown accompanied by some difficulties to get medical help during the first and the second pandemic waves.
The control over the load as well as choosing the form and the content were performed by the teachers during the period of distance learning. That was the time when not only them but also the students reconsidered their role, significance and responsibilities in the learning process. It may be illustrated by the following results of the survey: 36% of the respondents supposed that teachers did not have to fulfill any additional functions and the only thing they were to do was to know their subject well which means to provide the students with good knowledge of the subject taught. Though 34% of the students questioned thought a teacher should become the one who inspires making the situations of success and creating psychologically comfortable atmosphere. 25% of the survey participants stated that university teachers should be qualified enough to offer consulting services and only 20% of the respondents found the question difficult to answer. The results of the survey focus our attention on the reasons of the decrease of students' motivation and stress out the fact that the use of POT is absolutely necessary even when teaching is performed online.
It should be mentioned that distance teaching have changed the conditions of the implementing of teaching techniques. Teachers were not able to fully use the methods they used to employ before. Information technologies applied in distance teaching allowed university lectures to take into consideration the difference in students' level of knowledge but at the same time being extremely time consuming together with digital inequality the participants of the process these technologies are aimed neither at a student's individual development, nor at them gaining necessary skills [1]. It should not be forgotten that academic information turns into real knowledge if it is filled with some personal meaning and correlates with students' values.
The emotional and other components of POT were transformed by the humanities teachers while shifting to distance teaching. The emotional component of teaching process binds external actions and cognitive processes with the inner state of a personality. It is reflected not only in the emotions but also in the feelings of students. This component influences students' motivation and consequently raises the quality of teaching [2].
After distance learning was introduced in 2020-2021 the teachers noticed that the students lacked positive emotions due to the prevalence of unassisted students' work when they had to gain knowledge and develop their professional skills independently from the teachers. The students noted the significance of emotional and psychological contact with other students and the sense of belonging to their university group. All that was lost at that period which also influenced their motivation greatly.
Undoubtedly distance learning provides good results when students are highly motivated. The same if true for post-graduates. This form of studying is quite efficient concerning academic research performed by students. Together with personality-oriented methods distance teaching gives more opportunities for information exchange between a teacher and a student. It also encourages the latter to be a creative and an independent researcher.
To eliminate negative consequences which were mentioned by the students in the survey conducted by the university a lecturer in case of distance teaching should be able to offer various tasks aimed at differentiating the level of knowledge and based on students' peculiarities and their individual needs. To reduce the number of negative consequences of the total shift to distance teaching a humanities teacher should be skillful enough to set a comprehensible goal significant for everybody. He/she should know how to specificate the tasks given both to the whole group and to each individual, they should also be able to see cause-and-effect relations and to have good analytic and prognostic skills. Personality-oriented technology (POT) allows a teacher to act as an inspirer, a co-author and a supervisor. Junior students should be taught to choose relevant information rather than to search for it. They should also be taught to work with the text, to see the ties between the material learnt and their future profession, to set the aim and divide it into intermediary tasks which means being able to design strategy. When students understand complex topics, enjoy the process of facing academic challenges, feel proud developing their own professional skills, they get highly motivated what enhances the quality of the educational process even if it is performed online.
POT is the way teachers deploy the system of personality-oriented situations. It involves building up such situations that ensure teacher-student interaction and the participants of which communicate with each other thus revealing the value component of education.
The main constituents of POT are communication, collaboration, equality in everything, mutual understanding, subject-to-subject relations and personality-oriented pedagogical interaction. "Personality-oriented pedagogical interaction can be defined as a special form of communication which is based on a learner-centered approach and is shaped by subject-to-subject relations, empathy, sympathy, mutual respect and the interaction of the participants of the educational process." [3, p. 111]. One of the most important moments of online teaching is the individual pedagogical support of every person which implies diagnosing the problems of the personality and monitoring the problems of student's development. This peculiarity of POT is topical in the situation of online teaching and helps to improve its results. While employing this technology a teacher creates such pedagogical situations that make students to choose, evaluate, express their opinions, assess their own behaviour, make decisions by themselves [4].
Among the essential features of POT are the objectives to develop student's personality, the focus on the subjective experience of the students, efficiency, effectiveness, an individual style of teaching as well as the aspiration for encouraging students to study the subject, to develop general learning skills and for providing them with all the necessary conditions for their cognitive activity.
One of the main problems of distance learning is a decrease in the students' motivation and their psychophysiological health. The emotional component is corrupted in the situation of distant learning and the educational process on the whole is dilapidated which also influenced students' motivation greatly [5]. To reduce the negative consequences of distance learning, we suggest using the following personality-oriented technologies (POT): creating a situation of success and positive psychological environment; giving problematic, creative tasks related to professional activities and personal experience; working in small groups; combining training with the educational process; using health-saving technologies; practicing individualized teaching and pedagogical support.
Conclusion
Distance learning has its pros and cons. Online form of teaching influenced all other components of the educational process. One of the most significant disadvantag-
Библиографический список
es is that distance learning reduces the possibility of implementing educational work, destroys the integrity of the pedagogical process. It is also necessary to emphasize that there are some skills and competencies which cannot be acquired through distance learning. In our opinion, distance learning is better used in combination with other forms of training. Communication, collaboration, equality in everything, mutual understanding, positive teacher-student relationship and personality-oriented pedagogical interaction made it possible to partly solve the problems of higher education institutions when shifting to online teaching.
At the same time, the use of distance learning should not be total and determine the forms, means, and content of educational process. The goal, the means of the pedagogical process chosen by the teacher should be built taking into account the combination of all pedagogical components. Personality-oriented technologies do not exclude working with computers, audio-video recordings, modeling situations, but they should not be the only tools used in remote educational process.
Tasks formulated on the basis of the main POT components form the conditions for consolidating motivation to receive education in any form, including distance one. After analyzing the conditions for implementing the components in distance learning, we came to the conclusion that the use of personality-oriented technologies will increase not only the students' motivation, but also the quality of this form of education. POTs have long-term goals, take into account personal motives, students' values, and have been effectively used in teaching humanities for several years. The pedagogical conditions, written above, ensure the effective use of POTs. The peculiarities of POTs help to improve the results of education.
The knowledge of each student' individuality and the use of differentiation in the educational process help to build a personality-oriented approach to learning. The use of POTs, in our opinion, directs the learning process along an individual trajectory, increases the student' motivation, the level and quality of learning. It also allows us to include a set of educational methods that form students' critical, logical thinking, a holistic system worldview, an adequate response to emerging modern socio-cultural problems, the development of the right strategy for solving personal and professional problems.
1. Болотова К.П. Индивидуальная образовательная траектория и курсы LCMS MOODLE. Электронное обучение в непрерывном образовании. 2016; № 1: 154 - 157.
2. Ходусов А.Н., Кононова С.А. Личностно ориентированный подход в профессиональном образовании. Интегративные тенденции в медицине и образовании. 2018; № 3: 109 - 118.
3. Кремлева Ю.В. Личностно ориентированный подход как основа обучения иноязычной речевой деятельности студентов технического вуза. Мир науки, культуры, образования. 2010; № 3 (22): 110 - 112.
4. Кремлева Ю.В. Индивидуализация целей, содержания, результатов обучения иноязычной речевой деятельности на основе личностно ориентированного подхода. Сибирский педагогический журнал. 2010; № 7: 212 - 219.
5. Шутенко А.И., Шутенко Е.Н., Деревянко Ю.П. Применение информационных технологий как средств развития образовательных коммуникаций для реализации личностного потенциала студентов вуза. Сибирский педагогический журнал. 2020; № 6: 81 - 92.
References
1. Bolotova K.P. Individual'naya obrazovatel'naya traektoriya i kursy LCMS MOODLE. 'Elektronnoe obuchenie v nepreryvnom obrazovanii. 2016; № 1: 154 - 157.
2. Hodusov A.N., Kononova S.A. Lichnostno orientirovannyj podhod v professionalem obrazovanii. Integrativnye tendencii v medicine i obrazovanii. 2018; № 3: 109 - 118.
3. Kremleva Yu.V. Lichnostno orientirovannyj podhod kak osnova obucheniya inoyazychnoj rechevoj deyatel'nosti studentov tehnicheskogo vuza. Mir nauki, kultury, obrazovaniya. 2010; № 3 (22): 110 - 112.
4. Kremleva Yu.V. Individualizaciya celej, soderzhaniya, rezul'tatov obucheniya inoyazychnoj rechevoj deyatel'nosti na osnove lichnostno orientirovannogo podhoda. Sibirskij pedagogicheskij zhurnal. 2010; № 7: 212 - 219.
5. Shutenko A.I., Shutenko E.N., Derevyanko Yu.P. Primenenie informacionnyh tehnologij kak sredstv razvitiya obrazovatel'nyh kommunikacij dlya realizacii lichnostnogo potenciala studentov vuza. Sibirskij pedagogicheskij zhurnal. 2020; № 6: 81 - 92.
Статья поступила в редакцию 31.03.22
УДК 378
Popova O.Yu., Cand. of Sciences (Pedagogy), senior lecturer, Volgograd State University (Volgograd, Russia),
E-mail: popova@volsu.ru
Kulichenko Yu.N, Cand. of Sciences (Philology), senior lecturer, Volgograd State University (Volgograd, Russia),
E-mail: kulichenko@volsu.ru
Yanina V.V., Cand. of Sciences (Philology), Volgograd State University (Volgograd, Russia),
E-mail: yanina230172@volsu.ru
BUSINESS PRESENTATION SKILLS AS A COMPETITIVE ADVANTAGE IN THE GLOBAL LABOUR MARKET. This article describes an educational model of the development of foreign language presentation skills as a competitive advantage in the labour market in the context of growing globalization and integration of international economy. The correlation between the level of English as a means of international communication and the factors determining employment opportunities and social development of a region is confirmed by the results of many surveys and researches. The most important task of teachers is to develop students' communication skills that can help them efficiently use a foreign language in international communication and get better jobs. Presentation skills are important for achieving career goals. The purpose of the research is the presentation of the theoretical basis for the educational model of teaching foreign language presentation skills, development of this model and analysis of results. As a result, an educational model of teaching foreign language presentation skills to students of economics is developed, described and tested out.
Key words: communication skills, presentations skills, educational model, economics, foreign language teaching.
О.Ю. Попова, канд. пед. наук, доц., Волгоградский государственный университет, г. Волгоград, E-mail: popova@volsu.ru
Ю.Н. Куличенко, канд. филол. наук, доц., Волгоградский государственный университет, г. Волгоград,
E-mail: kulichenko@volsu.ru
В.В. Янина, канд. филол. наук, Волгоградский государственный университет, г. Волгоград,
E-mail: yanina230172@volsu.ru
