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  Previous issue (2020. Vol. 9, no. 3)

Journal of Modern Foreign Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2304-4977

DOI: https://doi.org/10.17759/jmfp

License: CC BY-NC 4.0

Started in 2012

Published quarterly

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Student Agency in Traditional and Distance Learning from Their Instructors' Perspective 97

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Zakharova U.S.
Doctor of Philology, Research Fellow, Centre of Sociology of Higher Education, Institute of Education, National Research University «Higher School of Economics», Moscow, Russia
ORCID: https://orcid.org/0000-0003-4262-3057
e-mail: uzakharova@hse.ru

Vilkova K.A.
Junior Research Fellow and Postgraduate Student, Centre of Sociology of Higher Education, Institute of Education, National Research University Higher School of Economics, Moscow, Russia
ORCID: https://orcid.org/0000-0003-2161-0409
e-mail: kvilkova@hse.ru

Abstract
Student agency serves as a key factor in student success at university, and a crucial factor in distance learning. The forced transition to teaching with distance educational technologies eased external regulation and showed a picture of student agency. This study aims to describe how instructors assess student agency and how it changes with distance learning. Our study is based on the data from 27 interviews with instructors from 12 Russian leading universities. Interviews were held in two waves: before and during the COVID-19 pandemic. In this study, we analyze how the learning process is organized usually and in the new conditions, how instructors assess students’ agency in traditional and distance learning, and we also present instructors’ forecast for the future and practices that they plan to continue using when the quarantine is over.

Keywords: agency, self-regulated learning, higher education, distance learning, COVID-19, students, instructors

Column: Educational psychology

DOI: https://doi.org/10.17759/jmfp.2020090308

For Reference

Acknowledgements

We express gratitude to our colleagues from the Laboratory for University Development, the Centre of Sociology of Higher Education and the School of Sociology (NRU HSE) for data collection, as well as A.S. Obukhov, E.A. Terentev and I.A. Shcheglova for their helpful comments to the first draft of the text.

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