Adolescents’ and Secondary School Teachers’ Perception of Online Learning Under COVID-19 Pandemic

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Abstract

The article presents the results of the research project: "Education under COVID-19", implemented by the Center for Interdisciplinary Research of Contemporary Childhood in Moscow State University of Psychology and Education. The research was conducted from October 2020 till January 2021. The main goal of the project was to identify the specific features of adolescents’ and secondary school teachers’ perception of online learning under the pandemic. 141 adolescents and 91 secondary school teachers from different regions of the Russian Federation participated in the research. According to the data, despite facing certain challenges, the majority of adolescents regard online learning either in neutral, or in positive light. Adolescents with high levels of metacognitive skills were the most efficient in adapting to online learning. In contrast with adolescents, most teachers assess online learning negatively. The authors of the paper consider opposing online and offline education as the least efficient strategy. They stress the need of overcoming the dichotomy and emphasize the role of child-adult interactions that can be organized in face-to-face, distant and hybrid learning formats.

General Information

Keywords: pandemic, COVID-19, online learning/teaching, adolescents, teachers, meta-subject competences, motivation, academic performance, child-adult interactions

Journal rubric: Educational Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/pse.2022270606

Funding. The reported study was funded by state task of the Ministry of Education of the Russian Federation project number 073-00110-22-06 dated 12.12.2022.

Received: 26.07.2022

Accepted:

For citation: Rubtsova O.V., Poskakalova T.A., Andrianov C.C., Artemenkov S.L. Adolescents’ and Secondary School Teachers’ Perception of Online Learning Under COVID-19 Pandemic. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2022. Vol. 27, no. 6, pp. 68–83. DOI: 10.17759/pse.2022270606.

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Information About the Authors

Olga V. Rubtsova, PhD in Psychology, Associate Professor of the Department of "Age Psychology named after prof .L.F. Obukhova" of the Faculty of "Psychology of Education", Head of the "Center for Interdisciplinary Studies of Modern Childhood", Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-3902-1234, e-mail: ovrubsova@mail.ru

Tatiana A. Poskakalova, Researcher of the Interdisciplinary Center for Research on Contemporary Childhood, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0003-4932-0921, e-mail: poskakalova@gmail.com

Sergei S. Andrianov, PhD in Engineering, Moscow, Russia, ORCID: https://orcid.org/0000-0003-4535-1712, e-mail: ivolga727@mail.ru

Sergei L. Artemenkov, PhD in Engineering, Professor, Head of the Department of Applied Informatics and Multimedia Technologies, Head of the Center of Information Technologies for Psychological Research of the Faculty of Information Technologies, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-1619-2209, e-mail: slart@inbox.ru

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