学生对数字教育环境态度的心理因素(以俄罗斯和白俄罗斯大学为例)

N. Radchikova, M. Odintsova, Marina G. Sorokova Marina G. Sorokova, Nina V. Kozyreva, A. Lobanov
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引用次数: 1

摘要

介绍。俄罗斯和白俄罗斯共同的教育空间是深化一体化进程的条件,这一进程以共同的历史根源、长期的共同发展经验、合作的目标和原则为基础。然而,对高等教育中学生接受数字技术的先决条件和因素等许多方面的研究还不够充分。本文的目的是介绍对俄罗斯和白俄罗斯大学学生接受数字教育环境的心理因素的研究结果。材料与方法。研究对象为来自俄罗斯和白俄罗斯大学的1582名学生,年龄为21,3±6,3岁。为了确定人格特征,使用了大五量表-2。采用《个人自我激活量表》和《自我调节风格问卷》进行自我调节资源的测定。为了确定在数字教育环境中的学习态度,使用了AUDEE量表,并确定了对学习活动的态度-活动相关经验评估技术。在两个样本(俄罗斯和白俄罗斯)中,影响数字教育环境接受度的最重要因素不是人格特征,而是与活动相关的体验:在没有努力和空虚体验的情况下获得快乐的体验会导致接受数字教育环境。实现目标的重要条件建模、结果评估和行动规划以及坚持白俄罗斯抽样也被认为是接受数字教育环境的重要因素。因此,主要因素不是学生的人格特质,而是学生在学习活动中所经历的经验和自我调节的一些结构性成分。两个不同国家模型的质量和结构的相似性支持了结果的可靠性,并为数字教育环境发展和学生为其工作做好准备提供了实用建议的基础。讨论和结论。作者得出的结论有助于解决学生对大学数字化教育环境的态度问题。本文的材料可以为高校管理人员和教学人员改善高校的数字化教育环境和利用数字化教育环境进行教学的方法提供参考。
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Psychological Factors in Students’ Attitudes towards the Digital Educational Environment (Case of Russian and Belarusian Universities)
Introduction. The common educational space of Russia and Belarus is a condition for deepening integration processes underpinned by common historical roots, long experience of common development, goals and principles of cooperation. However, many aspects, including the prerequisites and factors of studentsʼ acceptance of digital technologies in higher education, are not sufficiently studied. The aim of the article is to present the results of research into the psychological factors of digital educational environment acceptance by students of Russian and Belarusian universities. Materials and Methods. The study involved 1 582 students from universities in Russia and Belarus aged 21,3 ± 6,3 years. To identify personality traits, Big Five Inventory-2 was used. The resources of self-regulation were determined using Personal Self-Activation Inventory and Self-Regulation Style Questionnaire. To determine the attitude to learning in the digital educational environment, AUDEE Scale was used, and to determine the attitude to learning activities – Activity-Related Experiences Assessment Technique. Results. The most important factors of digital educational environment acceptance for both samplings (Russia and Belarus) are not personality traits but activity-related experiences: the experience of pleasure in the absence of experiences of effort and void leads to acceptance of the digital educational environment. Modeling of significant conditions for achieving goals, evaluation of results and programming of actions, and insistency for the Belarusian sampling were also noted as important elements of digital educational environment acceptance. Therefore, the main factors are not the personality traits of the student, but the experiences that s/he experiences during the learning activity and some structural components of self-regulation. Similarity in models’ quality and structure for two different countries supports the reliability of the results and serves a basis for practical recommendations for digital educational environment development and preparing students for work in it. Discussion and Conclusions. The conclusions made by the authors contribute to the problem of studentsʼ attitude to the university’s digital educational environment. The materials of the article can be useful for university administration and teaching staff to improve both the university’s digital educational environment and the methods of teaching using digital educational environment.
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来源期刊
Integration of Education
Integration of Education Social Sciences-Education
CiteScore
1.30
自引率
0.00%
发文量
37
审稿时长
16 weeks
期刊介绍: The journal was established by the resolution of the Russian Federation State Committee on Higher Education, the Ministry of Education of the Russian Federation, the State Assembly and Government of Republic of Mordovia of 12 July 1995. Integration of Education publishes original researches in the field of integration of education. The names and content of the Journal’s sections correspond to the fields of science and groups of specialties of scientific workers in accordance with the Nomenclature of Scientific Specialties in which academic degrees are awarded: 19.00.00 PSYCHOLOGY 13.00.00 PEDAGOGY 22.00.00 SOCIOLOGY
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