El artículo trata sobre las condiciones psicológicas que afectan la educación a distancia en la escuela secundaria. Se utilizaron los siguientes métodos: experimento pedagógico psicológico y formativo, prueba, observación, análisis de tendencias porcentuales, prueba t de Student. La variable independiente del experimento son los ejercicios motivacionales y los informes reflexivos de los cursos a distancia, y la variable dependiente es la competencia profesional de los participantes de la investigación. En el estudio participaron 212 aspirantes al nivel educativo de Máster: 102 personas en la muestra de control y 110 personas en experimental. El cálculo de la prueba t de Student confirmó la importancia de todas las transformaciones detectadas. El estudio demuestra la importancia de las condiciones psicológicas creadas para mejorar la eficacia de la educación a distancia. Los resultados del estudio se pueden utilizar como base para programas de formación psicológica especializados para los profesores que imparten cursos de educación a distancia. Otras perspectivas para la investigación sobre el problema son estudiar el impacto del estado psicológico de los docentes sobre la efectividad de la educación a distancia, así como comparar los resultados de la introducción de ciertas condiciones psicológicas en la educación tradicional y a distancia.
The article deals with psychological conditions impacting distance education in high school. Information on the specifics of the use of distance educational technologies is analysed. Special attention was paid to motivation and reflection. Following methods were used: psychological and formative pedagogical experiment, testing, observation, analysis of percentage trends, Student’s t-test. The independent variable of the experiment is motivational exercises and reflective reports of distance courses, and the dependent variable is professional competence of the research participants. The domination of the medium indicators of motivational, cognitive, operational-activity, reflective components of professional competence of students was revealed. The students’ ability to carry out self-analysis is the least developed. A formative experiment conducted in the control group revealed a shift in cognitive and operational-activity components. Positive dynamics was found for all studied parameters in the experimental group, which used motivational exercises and reflective reports. The calculation of Student’s t-test confirmed significance of all detected transformations. The study proves the importance of creating psychological conditions to improve the effectiveness of distance education. We see the possibility of improving the developed methodology in the individualization of psychological assignments. The results of the study can be used as a basis for specialized psychological training programmes for the teachers who deliver distance learning courses. Further prospects for the research on the problem are studying the impact of the psychological state of teachers on the effectiveness of distance education, as well as comparing the results of the introduction of certain psychological conditions in traditional and distance learning.
The purpose of the publication is to substantiate the pedagogical impact of future teachers electronic portfolio on the quality of vocational guidance in general secondary education. The tasks of the research are solved by the use of methods of analysis of scientific literature, questioning of the educational recipients and scientific and pedagogical workers, testing. The study was conducted at Оlexander Dovzhenko Hlukhiv National Pedagogical University, where 194 undergraduate students of 3-4 courses from pedagogical specialties and 27 scientific and pedagogical staff participated. Students, who studied the disciplines such as "Fundamentals of Scientific Research" and "Fundamentals of Career Orientation" were combined into two groups: experimental and control one. The experimental group consisted of 98 students and the control group consisted of 96 students. The first group created an electronic portfolio while studying those disciplines. The second group has mastered those courses traditionally: lectures and seminars. The test was designed to check students' level of academic knowledge in career guidance, which consisted of questions that had basic aspects of program material. The results of the study show that the use of electronic portfolio helps to ensure the full assimilation of educational material by students and increase the amount of knowledge and practical skills in the implementation of the tasks of vocational guidance in future professional activity.
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