Мотивација за учење италијанског језика током онлајн-наставе

Александра Р. Блатешић, Универзитет у Новом Саду, Филозофски факултет, Нови Сад, Србија, имејл: aleksandra.blatesic@ff.uns.ac.rs
Тамара Б. Станић, Универзитет у Новом Саду, Филозофски факултет, Нови Сад, Србија
Душана Д. Шакан, Универзитет Унион, Факултет за правне и пословне студије др Лазар Вркатић, Нови Сад, Србија
Иновације у настави, XXXIV, 2021/4, стр. 64–80

PDF | | Extended summary PDF |
DOI: 10.5937/inovacije2104064B

Резиме: У овом раду приказаћемо како и у којој мери је промењена универзитетска настава италијанског језика као изборног и обавезно-изборног предмета у онлајн- контексту, наметнутим у условима пандемије вируса корона. Прелазак са наставе у учионици на онлајн-наставу (енг. pure e-learning, потом blended learning) у синхроном и асинхроном облику значајно је утицао на бројне факторе важне за усвајање италијанског језика и упознавање са елементима италијанске цивилизације и културе. Циљ спроведеног истраживања је био да испитамо резултате успешности организоване (а)синхроне онлајн-наставе, откријемо у којој мери овај други начин наставе утиче на академску мотивацију студената за учење италијанског језика као изборног другог страног језика, те установимо предуслове за постизање различитих аспеката мотивације: претходно искуство са онлајн-наставом, постигнуће, техничке потешкоће и ставове о онлајн-настави. Истраживање је спроведено међу студентима различитих студијских група Филозофског факултета Универзитета у Новом Саду. У истраживању је учествовало 136 студената италијанског (85% испитаница), старости од 19 до 33 године (АС=20.55), који су наставу пратили у онлајн-контексту. Применом анализе латентних профила регистрована су четири профила академске мотивације: изразито мотивисани (8% испитаника), средње мотивисани (49%), ниско аутономно мотивисани (17%) и веома немотивисани (26%). У раду су представљене при падности профилима у односу на: 1) искуство у онлајн-настави пре пандемије, 2) успех на студијама, 3) потешкоће са интернет везом у време онлајн-наставе и 4) ставове о онлајн-настави. Резултати истраживања указују на то да највећи број студената преферира наставу уживо у односу на онлајн, али и да претходно искуство у онлајн-настави има значајан утицај на одржавање оптималног или постизање високог нивоа мотивисаности.

Кључне речи: италијански језик, (а)синхрона онлајн-настава, академска мотивација, анализа латентнох профила, теорија самоодређења.

 

Summary: In this paper, we will demonstrate in what way and to what extent the university teaching of the Italian language as an elective and compulsory-elective academic course has changed in the online context imposed in the conditions of the Covid-19 pandemic. The transition from classroom teaching to online teaching (pure e-learning, then blended learning) in synchronous and asynchronous form significantly influenced a number of factors important for the acquisition of the Italian language and introduction to the elements of Italian civilization and culture. The aim of the research was to examine the efficacy of organized (a)synchronous online teaching, to determine to what extent this second way of teaching affects students’ academic motivation to learn Italian as an elective second foreign language, and to establish preconditions for achieving various aspects of motivation: experience with online teaching, achievement, technical difficulties, and attitudes about online teaching. The research was conducted among students of different departments at the Faculty of Philosophy, University of Novi Sad. The study involved 136 students of Italian (85% of respondents), aged 19 to 33 years (AC = 20.55) who had online classes. Using latent profile analysis, four profiles of academic motivation were registered: highly motivated (8% of respondents), moderately motivated (49%), low autonomously motivated (17%) and highly unmotivated (26%). The paper presents affiliations with the profiles in relation to: 1.) experience in online teaching before the pandemic, 2.) academic achievement, 3.) difficulties with the Internet connection during online teaching, and 4.) attitudes about online teaching. The results of the research indicate that the largest number of students prefer live teaching to online, but also that previous experience in online teaching has a significant impact on maintaining optimal or achieving a high level of motivation.

Keywords: Italian language, (a)synchronous online teaching, academic motivation, latent profile analysis, theory of self-determination.

 

Литература

  • Alan, T. (2003). Reflections on Student Support in Open and Distance Learning. The International Review of Research in Open and Distance Learning, 4 (1). Retrieved July 15, 2021. from http://www.irrodl.org/index.php/irrodl/article/view/134/604. DOI: 10.19173 /irrodl.v4i1.134
  • Audet, É. C., Levine, S. L., Metin, E., Koestner, S. & Barcan, S. (2021). Zooming their way through university: Which Big 5 traits facilitated students’ adjustment to online courses during the COVID-19 pandemic. Personality and Individual Differences, 180, 110969. DOI: 10.1016/j.paid.2021.110969.
  • Blatešić, A., Borljin, J. (2021). E-nastava stranih jezika na Mudl platformi u univerzitetskom kontekstu. U: Katić, V. (ur.). XXVII skup Trendovi razvoja: On-line nastava na univerzitetima (27–31). Zbornik radova sa skupa, 15–18. 2. 2021. Novi Sad: Fakultet tehničkih nauka, Univerzitet u Novom Sadu.
  • Boiché, J., Sarrazin, P. G., Grouzet, F. M. E., Pelletier, L. G. & Chanal, J. (2008). Students’motivational profiles and achievement outcomes in physical education: A self-determination perspective. Journal of Educational Psychology, 10, 688–701. DOI: 10.1037/0022-0663.100.3.688
  • Bonk, C. J. & Graham, C. R. (2006). The handbook of blended learning environments: Global perspectives, local designs. San Francisco: Jossey-Bass/Pfeiffer.
  • Chung, E., Noor, N. M. & Vloreen, N. M. (2020a). Are You Ready? An Assessment of Online Learning Readiness among University Students. International Journal of Academic Research in Progressive Education and Development, 9 (1), 301–317. DOI: 10.6007/IJARPED/v9-i1/7128
  • Chung, E., Subramaniam, G. & Christ Dass, L. (2020b). Online Learning Readiness Among University Students in Malaysia Amidst Covid-19. Asian Journal Of University Education, 16 (2), 45–58. DOI: 10.24191/ajue.v16i2.10294
  • Dangol, R. & Shrestha, M. (2019). Learning readiness and educational achievement among school students. The International Journal of Indian Psychology, 7, 467–476. DOI: 10.25215/0702.056
  • Deci, E. L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behaviour. New York: Plenum Press.
  • Despotović-Zrakić, M., Marković, A., Bogdanović, Z., Barać, D. i Krčo, S. (2012). Providing adaptivity in Moodle LMS courses. Educational Technology & Society, 15 (1), 326–338.
  • Dumnić, B., Doroslovački, R., Kolaković, S., Stefanović, D. i Kupusinac, A. (2021). Uticaj Covid-19 pandemije na poslovanje visokoškolskih ustanova. U: Katić, V. (ur.). XXVII skup Trendovi razvoja: On-line nastava na univerzitetima (197–200). Zbornik radova sa skupa, 15–18. 2. 2021. Novi Sad: Fakultet tehničkih nauka, Univerzitet u Novom Sadu.
  • Đorđić, D. M., Cvijetić, M. M. i Damjanović, R. D. (2021). Iskustva učitelja i nastavnika tokom realizacije nastave na daljinu usled pandemije virusa korona (COVID-19). Inovacije u nastavi – časopis za savremenu nastavu, 34 (2), 86–103. DOI: 10.5937/inovacije2102086D
  • Eccles, J. S. (2009). Who am I and what am I going to do with my life? Personal and collective identities as motivators of action. Educational Psychologist, 44, 78–89. DOI: 10.1080/00461520902832368
  • Friesen, N. (2012). Report: Defining Blended Learning. Retrieved August 10, 2021. from www: https://www. normfriesen.info/papers/Defining_Blended_Learning_NF.pdf
  • Gillet, N., Morin, A. J. S. & Reeve, J. (2017). Stability, change, and implications of students’ motivation
    profiles: A latent transition analysis. Contemporary Educational Psychology, 51, 222–239. DOI: 10.1016/j.
    cedpsych.2017.08.006
  • González, A., Paoloni, V., Donolo, D. & Rinaudo, C. (2012). Motivational and emotional profiles in university undergraduates: A self-determination theory perspective. The Spanish Journal of Psychology, 15, 1069–1080. DOI: 10.5209/rev_SJOP.2012.v15.n3.39397
  • Hayenga, A. O. & Corpus, J. (2010). Profiles of intrinsic and extrinsic motivations: A person-centered approach to motivation and achievement in middle school. Motivation and Emotion, 34, 371–383. DOI:10.1080/00220973.2013.876225
  • Holmberg, B. (2005). The evolution, principles and practices of distance education. Studien und Berichte der Arbeitsstelle Fernstudienforschung der Carl von Ossietzky Universität Oldenburg, 11, Oldenburg: BISVerlag der Carl von Ossietzky Universität Oldenburg.
  • Howard, J., Gagné, M., Morin, A. J. S. & Van den Broeck, A. (2016b). Motivation profiles at work: A selfdetermination theory approach. Journal of Vocational Behavior, 95–96, 74–89. DOI: 10.1016/j.jvb.2016.07.004
  • Keegan, D. (1998). The two modes of distance education. Open Learning, 13 (3), 43–46.
  • Kusurkar, R. A., Croiset, G., Galindo-Garré, F. & Ten Cate, O. (2013). Motivational profiles of medical students: Association with study effort, academic performance and exhaustion. BMC Medical Education, 13, 87. DOI:10.1186/1472-6920-13-87
  • Liu, W., Wang, J., Tan, O., Koh, C. & Ee, J. (2009). A self-determination approach to understanding students’ motivation in project work. Learning and Individual Differences, 19, 139–145. DOI: 10.1016/j.lindif.2008.07.002
  • Lo, Y., Mendell, N. R. & Rubin, D. B. (2001). Testing the number of components in a normal mixture. Biometrika, 88 (3), 767–778. DOI: 10.1093/biomet/88.3.767
  • Mathieson, D. E. (1971). Correspondence study: A summary review of the research and development literature. Syracuse, N. J.: National Home Study council/ERIC clearing house on adult education.
  • Morin, A. J. S., Bujacz, A. & Gagné, M. (2018). Person-centered methodologies in the organizational sciences. Organizational Research Methods, 21, 803–813.
  • Muthén, B. (2004). Latent variable analysis: Growth mixture modeling and related techniques for longitudinal data. In: Kaplan, D. (Ed.). The SAGE handbook of quantitative methodology for the social sciences (345–368). Newbury Park, CA.
  • Nylund, K. L., Asparouhov, T. & Muthén, B. O. (2007). Deciding on the number of classes in latent class analysis and growth mixture modeling: A Monte Carlo simulation study. Structural equation modeling. A Multidisciplinary Journal, 14 (4), 535–569. DOI: 10.1080/10705510701575396
  • Paul, N. & Glassman, M. (2017). Relationship between internet self-efficacy and internet anxiety: A nuanced approach to understanding the connection. Australasian Journal of Educational Technology, 33 (4), 147–165. DOI: 10.14742/ajet.2791
  • Pittman, V. (2001). A century, plus – Independent study in the american university. DETC News Spring 2001, 13–18.
  • Popović, N., Radusin-Bardić, N. (2015). Primena platforme Moodle kao dodatnog nastavnog sredstva u učenju francuskog jezika po izboru. U: Strani jezici na Filozofskom fakultetu: primenjenolingvistička istraživanja (169-186).
  • Ratelle, C. F., Guay, F., Vallerand, R. J., Larose, S. & Senécal, C. (2007). Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of Educational Psychology, 99, 734–746. DOI: 10.1037/0022-0663.99.4.734
  • Ryan, R. M. & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749–761.
  • Ryan, R. M. & Deci, E. L. (2017). Self-determination Theory – Basic psychological needs in motivation, development, and wellness. New York – London: Guilford Press.
  • Sclove, S. L. (1987). Application of model-selection criteria to some problems in multivariate analysis. Psychometrika, 52 (3), 333–343. DOI: 10.1007/BF02294360
  • Stojanović, D. (2020). Analiza realizacije učenja na daljinu u Srbiji za vreme pandemije virusa COVID 19. U: Black swan in the world economy 2020 (121–140). Beograd: Institut ekonomskih nauka.
  • Šarčević, D., Vasić, A. (2014). Sociodemografski i psihološki korelati školskog uspeha. Primenjena psihologija, 7 (3), 401–427.
  • Šarčević, D. (2015). Struktura akademske motivacije u ranoj adolescenciji prema teoriji samoodređenja. Zbornik Instituta za pedagoška istraživanja, 47 (2), 222–249.
  • Tang, Y. M., Chen, P. C., Law, K., Wu, C. H., Lau, Y. Y., Guan, J., He, D. & Ho, G. (2021). Comparative analysis of Student’s live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector. Computers & education, 168, 104211. DOI: 10.1016/j.compedu.2021.104211
  • Ullrich-French, S. & Cox, A. (2009). Using cluster analysis to examine the combinations of motivation regulations of physical education students. Journal of Sport & Exercise Psychology, 31, 358–379. DOI: 10.1123/jsep.31.3.358
  • Vallerand, R. J., Blais, M. R., Brière, N. M. & Pelletier, L. G. (1989). Construction et validation de l’Echelle de Motivation en Education (EME). [Construction and validation of the Échelle de Motivation en éducation (EME)]. Canadian Journal of Behavioral Sciences, 21, 323–349. DOI: 10.1037/h0079855
  • Vansteenkiste, M., Sierens, E., Soenens, B., Luyckx, K. & Lens, W. (2009). Motivational profiles from a selfdetermination perspective: The quality of motivation matters. Journal of Educational Psychology, 101, 671–688. DOI: 10.1037/a0015083
  • Vergara-Morales, J., Del Valle, M., Díaz, A., Matos, L. & Pérez, M.-V. (2019). Motivational profiles related to the academic satisfaction of university students. Anales de Psicología / Annals of Psychology, 35 (3), 464–471. DOI: 10.6018/analesps.35.3.320441
  • Wojciechowski, A. & Palmer, L. B. (2005). Individual student characteristics: Can any be predictors of success in online classes? Online Journal of Distance Learning Administration, 8 (2). Retrieved May 21, 2021. from https://www.westga.edu/~distance/ojdla/summer82/wojciechowski82.htm

Copyright © 2021 by the authors, licensee Teacher Education Faculty University of Belgrade, SERBIA. This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original paper is accurately cited

Избор језика
Open Access Statement
345 Open access declaration can be found on this page

Information about copyright 345 Teaching Innovations are licensed with Creative Commons Attribution License (CC BY 4.0). Information about copyright can be found on this page.
Open Access Journal
345
Индексирано у
345   This journal was approved on 2018-01-22 according to ERIH PLUS criteria for inclusion. Download current list of ERIH PLUS approved journals.
Индексирано у
345 University of Belgrade, Teacher Education Faculty has entered into an electronic licensing relationship with EBSCO Information Services, the world's most prolific aggregator of full text journals, magazines and other sources. The full text of Teaching Innovations / Inovacije u nastavi is available now on EBSCO's international research databases.
Индексирано у
345
Ethics statement
345 Publication ethics and publication malpractice statement can be found on this page.
Пратите Иновације у настави
345   345   345