Инсайты дистанционного обучения в период пандемии COVID-19: практика учителей и психологические потребности студентов

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.

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