人际线上和线下交流是提高教育动机的一个因素

Q1 Social Sciences
Valeriya E. Mikhailova, Olga S. Parts
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引用次数: 0

摘要

介绍。人际交往的线上和线下形式广泛存在,满足了小学生交流和认同的需要。与此同时,在学习活动中使用虚拟人际交往的特点、潜力、形式参数和内容参数等问题的研究还不够充分。本文的目的是分析人际交往的虚拟形式的可能性,它影响了儿童的需求、活动来源、行为规范和状态。材料与方法。在实证研究的过程中,作者对鄂木斯克学校的238名学生进行了在线和离线沟通成功的诊断。本研究采用一套诊断方法对被调查者的参数进行了研究:“人际交往中动机取向的诊断方法”(Ladanov, Urazaeva);罗森博格自尊量表;动机-语义形成的诊断方法(Yu。M.奥尔洛夫,B. A.索斯诺夫斯基。结果。在研究过程中发现,线上和线下交流的实施显著增加了表征人际交流成功和教育动机的所有参数。比较线上和线下面对面交流的情况,我们可以说,在这两种情况下,人际交流都有一个目标——发展教育、社会和认知动机。然而,线上和线下的交流过程不仅在情感层面上补充了个人计划,而且在“结果”和“产品”参数上也超越了学校教育空间。讨论与结论。研究结果表明,与面对面交流相比,虚拟空间的交流功能为教育动机的增长提供了更广阔的机会。所呈现的材料可用于儿童在虚拟空间的行为研究者,教师实施混合或在线学习。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Interpersonal Online and Offline Communication as a Factor in Increasing Educational Motivation
Introduction. Online and offline formats of interpersonal communication are widespread and satisfy the need for communication and recognition of schoolchildren. At the same time, the issue of the peculiarities of using virtual interpersonal communication in learning activities, its potentials, formal and content parameters remains insufficiently studied. The purpose of the article is to analyze the possibilities of virtual format of interpersonal communication, which affects the needs, sources of activity, behavioral norms, and states of the child. Materials and Methods. In the course of an empirical study, the authors carried out a diagnosis of the success of online and offline communication in 238 students in Omsk schools. The parameters were studied in respondents using a set of diagnostic methods: the method “Diagnostics of motivational orientations in interpersonal communications (I. D. Ladanov, V. A. Urazaeva); the Rosenberg Self-Esteem Scale; methodology for diagnosing motivational-semantic formations (Yu. M. Orlov, B. A. Sosnovsky). Results. In the course of the study, it was revealed that the implementation of online and offline communication significantly increases all the parameters that characterize the success of interpersonal communication and educational motivation. Comparison of situations of face-to-face communication both online and offline allows us to say that in both cases interpersonal communication has a goal – the development of educational, social and cognitive motives. However, the process of online and offline communication not only supplements the personal plan with an emotional aspect, but also goes beyond the school educational space in terms of the “Result” and “Product” parameters. Discussion and Conclusion. The obtained results indicate that the functionality of communication in virtual space opens wider opportunities for the growth of educational motivation compared to face-to-face communication. The presented materials can be used by researchers of children's behavior in virtual space, teachers implementing blended or online learning.
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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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