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Journal of Modern Foreign Psychology
2022. Vol. 11, no. 3, 71–83
doi:10.17759/jmfp.2022110307
ISSN: 2304-4977 (online)

Implementing Motivation Models in Blended Learning Environments: A Review of Foreign Studies

278

A.V. Lobanova, A.Y. Khaperskaya

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Abstract

The article presents a descriptive review of modern international studies of implementation and effectiveness of integration of motivational models during the educational process. In particular, the attention is paid to the status of the category “blended learning”/ “mixed forms of learning”, and the current state of the implementation of aspects and conditions for the integration of motivation models in the process of organizing mixed learning is considered. Through the analysis of more than 40 international studies, dissertations, educational laws in the field of organization of blended learning, the issue of introducing motivation models to improve the quality and effectiveness of education at different levels of education was considered. The results of the authors’ work on the systematization of information about modern methods of studying the motivation of students in the education system are presented. According to the data provided, the authors determine the limitations of existing research and prospects for further works.

General Information

Keywords: blended learning, blended learning models, blended learning courses, motivational models, student engagement, teachers’ motivation

Journal rubric: Educational Psychology and Pedagogical Psychology

Article type: review article

DOI: https://doi.org/10.17759/jmfp.2022110307

Funding. The study was carried out within the framework of the state task of the Ministry of Education of the Russian Federation dated 30.05.2022 No. 073-00110-22-04 «Diagnosis of learning difficulties in primary school students»

For citation: Lobanova A.V., Khaperskaya A.Y. Implementing Motivation Models in Blended Learning Environments: A Review of Foreign Studies [Elektronnyi resurs]. Sovremennaia zarubezhnaia psikhologiia = Journal of Modern Foreign Psychology, 2022. Vol. 11, no. 3, pp. 71–83. DOI: 10.17759/jmfp.2022110307. (In Russ., аbstr. in Engl.)

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Information About the Authors

Anna V. Lobanova, PhD in Psychology, Associate Professor of the Department of Educational Psychology named after Professor V.A. Guruzhapov Faculty of Educational Psychology, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-8850-8647, e-mail: lobanovaav@mgppu.ru

Anna Y. Khaperskaya, PhD in Psychology, Senior Lecturer, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0001-5755-431X, e-mail: khaperskayaau@mgppu.ru

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