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Abstract
Topical issues of the theory of motivation in the pedagogy of distance learning in higher education (based on the generalization of the experience of distance learning at a regional medical university)
Loginova Nadezhda Sergeevna, Bendrikova Al'bina Yur'evna, Degtyarev Sergey Ivanovich, Timchenko Natal'ya Stanislavovna
Altai State Medical University, Barnaul, Russia
The change in the epidemiological situation in 2019-2021, the introduction of a self-isolation regime, the full or partial transition to distance learning based on network technologies required not only an analysis of the problems that arose in the process of obtaining higher education, but also the search for optimal solutions to these problems for a medical university in a particular region.
The article examines the impact of distance learning on the choice of educational technologies by a teacher of humanities, identifies the key factors of this choice. The paper notes the contradictions between the ideal goal of higher education and the intermediate result obtained during the transition to distance learning.
The authors draw attention to the change in the role of the teacher in the process of disintegration of the integrity of the pedagogical process in distance learning. The article analyzes the process of transformation of students' motivation, taking into account certain educational technologies used by teachers of humanities when switching to distance learning.
The authors conducted a sociological study of students of all specialties and residents at a medical university using a questionnaire survey. The conducted sociological study confirmed the hypothesis that the majority of students have decreased motivation to study against the background of problems with the physical and mental health of students and a decrease in the quality of higher education received with an increase in the amount of time for self-preparation. The authors noted that it was internal motivation that allowed medical university students to adapt more successfully to the new form of education. It is the psychological component of motivation, according to the authors, that was decisive for correcting the teaching methods used by the teachers of the medical university. The analysis of additional questionnaire questions allowed the authors not only to comprehend, but also to partially correct the reasons for the decrease in the degree of motivation, as well as the quality of knowledge obtained during distance learning.
Keywords: distance learning; pedagogical process; motivation; higher education; medical university; pedagogical technologies