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Social Psychology and Society

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 2221-1527

ISSN (online): 2311-7052

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

License: CC BY-NC 4.0

Started in 2010

Published quarterly

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Open Access Journal

 

Efficiency of learning and academic motivation of students in conditions of online interaction with the teacher (on the example of video-lecture) 237

Panferov V.N.
Doctor of Psychology, Professor of the Human Psychology Department, Herzen State Pedagogical University of Russia, St.Petersburg, Russia
ORCID: https://orcid.org/0000-0002-3528-3122
e-mail: v-panferov@mail.ru

Bezgodova S.A.
PhD in Psychology, Associate Professor, Human psychology department, Herzen State Pedagogical University of Russia, St.Petersburg, Russia
ORCID: https://orcid.org/0000-0001-5425-7838
e-mail: sbezgodova@herzen.spb.ru

Vasileva S.V.
PhD in Psychology, Associate Professor, Human psychology department, Herzen State Pedagogical University of Russia, St.Petersburg, Russia
ORCID: https://orcid.org/0000-0002-6052-3431
e-mail: vasilevasv@herzen.spb.ru

Ivanov A.S.
Master Student, Herzen State Pedagogical University of Russia, St.Petersburg, Russia
ORCID: https://orcid.org/0000-0001-8377-309X
e-mail: ivan0vartems@yandex.ru

Miklyaeva A.V.
Doctor of Psychology, Professor of the Department of Human Psychology, Herzen State Pedagogical University of Russia, St.Petersburg, Russia
ORCID: https://orcid.org/0000-0001-8389-2275
e-mail: a.miklyaeva@gmail.com

Abstract
The objective is to study the relationship between students’ online lecture assessment, the quality of learning and academic motivation. Background. Digitalization of education actualizes the problem of the online-learning effectiveness, which might decrease through reducing the social presence of the teacher and students in the educational situation. Due to these conditions, students’ motivation might mean a great deal. Study design. Students evaluated the classroom lecture and its video using the parameters “interest”, “content” and “usefulness”, and then the scores and the volume of the reproduced educational material were compared. Participants. The study involved 112 students (19.55±0.66 years, 83.9% of women). Measurements. Students evaluated lectures on the proposed parameters using a 7-point scale and retold their content. Students’ motivation was measured by “Academic Motivation Scale”. In addition, students reported about their professional plans and professional experience. Results. Students assessed video lectures lower and reproduced their content worse in comparison with classroom lectures. Assessments of the video lecture content were positively correlated with the students’ intrinsic cognitive motivation, and the volume of the reproduced content of the lecture was negatively correlated with extrinsic motivation. The influence of intrinsic cognitive motivation and extrinsic motivation of students on the assessment of the video lecture content and the volume of the reproduced content was confirmed by a variance analysis. Conclusions. In terms of online interaction, the students’ subjective assessments of the classroom lectures are reduced. Intrinsic cognitive motivation prevents the reduction of sub¬jective assessments of the video content. Extrinsic motivation helps to reduce the reproduced content of the video lecture.

Keywords: online interaction, teacher, students, academic motivation, online learning, efficiency of learning, video lecture

Column: Empirical Research

DOI: https://doi.org/10.17759/sps.2020110108

For Reference

Funding

The reported study was funded by RFBR, project number 19-013-00412.

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