kvmolurОбразование и саморазвитиеEducation and Self-Development1991-7740Казанский (Приволжский) федеральный университет10.26907/esd.19.4.05IZXQCMkvmolur-108Research ArticleСтатьиИнсайты дистанционного обучения в период пандемии COVID-19: практика учителей и психологические потребности студентовInsights from Online Learning amidst the COVID-19 Pandemic: From Teacher Practices to Students’ Psychological Needshttps://orcid.org/0000-0002-5309-443XХотимахХ.KhotimahKh.

Хуснул Хотимах

Матарам

Khusnul Khotimah

Mataram

Khusnul_pena@unram.ac.idhttps://orcid.org/0000-0003-3314-3334БастхомиЯ.BasthomiYa.

Язид Бастхоми

Маланг

Yazid Basthomi

Malang

ybasthomi@um.ac.idhttps://orcid.org/0000-0001-6934-2955БатунанД. А.BatunanD. A.

Дейзи Анна Батунан

Тондано

Deisyi Anna Batunan

Tondano

deisyibatunan@unima.ac.idhttps://orcid.org/0000-0001-5101-0178ИмамяртхаД.ImamyarthaD.

Дэвид Имамяртха

Джембер

David Imamyartha

Jember

david.fkip@unej.ac.idhttps://orcid.org/0000-0002-0916-4410ФитрияИ.FitriyahI.

Има Фитрия

Кедири

Ima Fitriyah

Kediri

imafitria@iainkediri.ac.idМатарамский университетИндонезияUniversitas MataramIndonesiaГосударственный университет МалангаИндонезияUniversitas Negeri MalangIndonesiaУниверситет Негери МанадоИндонезияUniversitas Negeri ManadoIndonesiaУниверситет ДжембераИндонезияUniversitas JemberIndonesiaИнститут Агама Ислам Негери КедириИндонезияInstitut Agama Islam Negeri KediriIndonesia2024031020251945066Copyright © Хотимах Х., Бастхоми Я., Батунан Д., Имамяртха Д., Фитрия И., 20252025Хотимах Х., Бастхоми Я., Батунан Д., Имамяртха Д., Фитрия И.Khotimah K., Basthomi Y., Batunan D., Imamyartha D., Fitriyah I.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://kvmolur.elpub.ru/jour/article/view/108

Среди обширной литературы по дистанционному обучению в период пандемии COVID-19 очень мало информации о том, соответствуют ли дистанционные образовательные практики, реализуемые учителями, базовым психологическим потребностям студентов. Настоящее исследование направлено на заполнение этого пробела, так как содержит анализ информации о том, как практики учителей вызывают демотивирующие и мотивирующие переживания студентов в контексте теории самоопределения (SDT). Пять студентов первого курса, изучающих английский язык как иностранный и берущих 11-12 онлайн-курсов в государственном университете, добровольно участвовали в данном кейс-исследовании, которое было начато на начальном этапе пандемии. Для оценки опыта студентов их пригласили ретроспективно описать свои переживания и принять участие в групповой дискуссии. Тематический анализ высказываний показал, что студенты испытывали значительные мотивирующие и демотивирующие образовательные опыты, обусловленные практиками их учителей. Анализ с опорой на 5T мотивации и SDT выявил, что мотивирующие переживания были вызваны положительными практиками преподавателей, которые учитывали потребности студентов в автономии, взаимосвязи и компетентности. А отрицательные практики учителей становились факторами демотивации. Полученные результаты позволяют сделать научные выводы о том, как поддержать качественное образование в контексте дистанционного обучения, преодолевая вызовы пандемии.

Among the wealth of literature on distance learning during the COVID-19 pandemic, teachers’ endeavors to meet students’ basic psychological needs remains under-explored. This study aims to fill this void by scrutinizing how teacher practices trigger motivating and demotivating experiences on the part of students through Self-Determination Theory (SDT) as analytical lens. Five freshmen taking 11 to 12 online courses in English Education Department at a public university participated in this narrative case study, which was initiated in the initial phase of the pandemic. They were encouraged to write their retrospective narratives and invited to a focus group discussion to appraise their learning experiences. Thematic content analysis revealed that the students experienced an array of motivating and demotivating learning experiences as a result of their teacher practices. Guided by 5Ts (Teacher, Teaching Methodology, Text, Task, and Test) of motivation and SDT, the analysis revealed that the motivating experiences arose when teachers successfully addressed students’ needs for autonomy, relatedness, and competence. In contrast, the failure to meet these needs was identified as the resource of demotivating experiences. The findings shed light on crucial instructional strategies for quality online education, particularly beyond pandemic.

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The authors declare that there are no conflicts of interest present.