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Distance Education and the COVID-19 Pandemic: Psychological and Motivational Aspects

Zhuldyz Abdimusa, Nailya Ismailova, Elena Shchedrina, Svetlana Kulanina

Source Title: International Journal of Web-Based Learning and Teaching Technologies (IJWLTT)17(1)

ISSN: 1548-1093|EISSN: 1548-1107|EISBN13: 9781799893509|DOI: 10.4018/IJWLTT.305803

MLA

Abdimusa, Zhuldyz, et al. "Distance Education and the COVID-19 Pandemic: Psychological and Motivational Aspects." IJWLTT vol.17, no.1 2022: pp.1-16. http://doi.org/10.4018/IJWLTT.305803

APA

Abdimusa, Z., Ismailova, N., Shchedrina, E., & Kulanina, S. (2022). Distance Education and the COVID-19 Pandemic: Psychological and Motivational Aspects. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 17(1), 1-16. http://doi.org/10.4018/IJWLTT.305803

Chicago

Abdimusa, Zhuldyz, et al. "Distance Education and the COVID-19 Pandemic: Psychological and Motivational Aspects," International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) 17, no.1: 1-16. http://doi.org/10.4018/IJWLTT.305803

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Abstract

The sudden change in the educational process paradigm with the transition to predominantly distance learning was due to quarantine restrictions as a result of the COVID-19 pandemic. Therefore, the purpose of the research was to study the psychological motivational aspects of the transition to predominantly distance learning. The study involved 226 graduate students and 223 undergraduate students. The research revealed that without direct contact and the implementation of real practical tasks during distance learning, students lose interest in the subject under study. The conclusion is made about the uncertainty of life values among undergraduate students, which reflects their psychological immaturity, and the presence of intrapersonal contradictions may be associated with a dependent position and a struggle of motives.