Motivation Behind the Preference of Distance Education of Higher Education Students

Authors

  • Nina Pidbutska Department of Pedagogy and Psychology of Social Systems Management, National Technical University “Kharkiv Polytechnic Institute”; Kharkiv, Ukraine
  • Anastasiia Knysh Department of Pedagogy and Psychology of Social Systems Management, National Technical University “Kharkiv Polytechnic Institute”
  • Yulia Chebakova Department of Pedagogy and Psychology of Social Systems Management, National Technical University “Kharkiv Polytechnic Institute”; Kharkiv, Ukraine
  • Iryna Shtuchenko Department of Pedagogy and Psychology of Social Systems Management, National Technical University “Kharkiv Polytechnic Institute”; Kharkiv, Ukraine
  • Olena Babchuk Department of Family and Special Pedagogy and Psychology, South Ukrainian National Pedagogical University named after K. D. Ushynsky, Odesa, Ukraine

DOI:

https://doi.org/10.15503/jecs2022.1.201.210

Keywords:

online learning, distance education, science motivation, students, personality development

Abstract

Aim. The aim of the study is to investigate into the motives of learning that are inherent in students with different attitudes to distance learning. The main objectives of the study are as follows: to analyze the attitude to different forms of distance learning of students of higher education institutions; to investigate the main forms of scientific motivation of students of higher education institutions; to compare how the scientific motivation of students with different attitudes to distance learning differs.

Methods. The study involved 211 students majoring in science (physics, chemistry). The study uses the following methods: 1) attitude questionnaire; 2) Science Motivation Questionnaire II; 3) statistical methods. The following is used for statistical data processing: descriptive statistics methods (to measure the percentage of people with different attitude towards organization of distance learning); ANOVA (to compare levels of science motivational types of students with different preferences in educational models).

Results. It was determined that 38% of students are positive about distance education and see great opportunities for its implementation. But only 22.75% of students consider distance learning the best option of educational process organisation, and 21.8% are in favor of an exclusive face-to-face format. The most popular form among students is mixed form of education (55.45%). Students with a positive attitude to distance education are characterized by the highest scores on intrinsic motivation, self-efficacy and career motivation. Therefore, proponents of distance education are mostly students who have a good understanding of their own goals and learning needs, plan their career advancement, and are well-organized in terms of educational and professional development.

Conclusions. Distance forms of education cannot completely replace traditional ones. But it is already becoming obvious that their use in a mixed format can increase the effectiveness of the educational process. Students' sympathy for the mixed format should be taken into account by the developers of educational programs and university administrations in order to improve the quality of education and meet the requirements of the times.

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Author Biographies

Nina Pidbutska, Department of Pedagogy and Psychology of Social Systems Management, National Technical University “Kharkiv Polytechnic Institute”; Kharkiv, Ukraine

Full Professor at Department of pedagogy and psychology of social systems management, Doctor of Science in Psychology.

Scientific interests: psychological development of future professionals, conflicts in educational and professional sphere.

Yulia Chebakova, Department of Pedagogy and Psychology of Social Systems Management, National Technical University “Kharkiv Polytechnic Institute”; Kharkiv, Ukraine

Associate Professor at Department of Pedagogy and Psychology of Social Systems Management Department, Ph.D. (Pedagogy).

Scientific interests: professional development, leadership.

Iryna Shtuchenko, Department of Pedagogy and Psychology of Social Systems Management, National Technical University “Kharkiv Polytechnic Institute”; Kharkiv, Ukraine

Associate Professor at Department of Pedagogy and Psychology of Social Systems Management Department, Ph.D. (Psychology).

Scientific interests: psychological aspects of personal and professional growth, psychological support in professional development.

Olena Babchuk, Department of Family and Special Pedagogy and Psychology, South Ukrainian National Pedagogical University named after K. D. Ushynsky, Odesa, Ukraine

The Head of Department of Family and Special Pedagogy and Psychology, Associate Professor, Ph.D. (Psychology).

Scientific interests: psychology of human differences, tolerance in educational process.

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Published

2022-06-30

How to Cite

Pidbutska, N., Knysh, A. ., Chebakova, Y. ., Shtuchenko, I. ., & Babchuk, O. . (2022). Motivation Behind the Preference of Distance Education of Higher Education Students. Journal of Education Culture and Society, 13(1), 201–210. https://doi.org/10.15503/jecs2022.1.201.210