Learning motivation in distance learning
A study about changes perceived by student after lockdown
DOI:
https://doi.org/10.6093/2284-0184/9731Keywords:
distance learning; Covid educational emergency; students’ motivation; feedback; community of practice; grounded theoryAbstract
The article explores some aspects of the relationship between distance learning and motivation to learn of university students following the Covid-19 pandemic emergency. Specifically, a qualitative survey that involved 19 university students through interviews was conducted to investigate whether the motivation to learn of university students was influenced by the sudden transition from presence learning to distance learning, exploring motivations and effects. The results demonstrate overall a general worsening of motivation, of the relationship with the study, of the learning process and of interactions with teachers and peers and allow to identify some useful elements for effective distance learning.
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