Teachers’ and students’ motivation model as a strategy for open distance learning processes

Abstract

Abstract. Motivation and social aspects as interaction among teachers and students are essential for a successful learning process in an Open Distance Learning environment, and the goal of this paper is to develop an interactive model to manage motivation between the participants of that process. The article contains the concept of developing a motivation model aimed at supporting activity and cooperation of both the students and the teacher. The structure of the motivation model and formal assumptions are presented. The proposed model constitutes a theoretical formalization of a new situation in which a teacher and the students are obligated to elaborate on a didactic material repository content in accordance with the competence requirements. A mathematical method based on game theory and simulation is suggested. The conditions for applying simulation to the model are analyzed in two simulated cases. The educational experience is constituted through sustained interaction and communication between and among learners, teachers, and learning objects. In ODL this process can be facilitated through asynchronous and synchronous communication and participation through students' teamwork [6,7].Motivation is a key factor in learning in case of the face-toface educational contexts [5] as well as in online learning environments [8]. Traditionally online learners have been understood as independent, self-directed and intrinsically motivated [6], but this is not the case. Motivation of the learner is complex, multifaceted and sensitive to situational conditions [8].The implementation of ODL assumes modification of the traditional organization of learning processes. The special attention is subject to a change in designing the structure and content of the specific educational elements. However, the opportunities of relations between students and the teacher seem to be crucial. The ODL, combined with the new possibilities and strategies of distance learning, provides a basis for active collaboration between teachers and students, between students and students, as well as between students and the university [9].These new possibilities urge universities to consider the new status of the potential students. This means that, on the one hand, students must be able to achieve knowledge, skills and competences connected to the goals in their curriculum. On the other hand, the universities have to provide the students with an active role in the learning process, to motivate them to work on an independent study program under the supervision of a teacher [10].

Social support by teacher and motivational profile of Higher Education students

“…Our results have revealed a positive relationship between perceived social support by the teachers and the students' academic motivation. Thus, the influence of social factors on the students' self-determined motivation is proved as occurs in similar investigations (Cuevas et al, 2013;Zaikin et al, 2016). However, the profiles with an intrinsic motivation to know try to understand and analyze new contents regardless the cluster.…”

“…Educational process is built from the interaction and communication among teachers, students and didactic materials (Zaikin et al, 2016). Currently, the main trends about formation consider that in several levels as cognitive and affective-motivational, where the second one even stands over the first one (Bolenz, Reiter, & Eppinger, 2017;García & Doménech, 2002;Quin, Hemphill, & Heerde, 2017).…”

Research Trends in the Last 3 years Related to Distance Education : A Bibliometric Study

“…Many researchers have explored the use of social media in distance learning (Fourie, 2016;Kalita et al, 2015;van Wyk, 2014). One of the challenges in distance learning is increasing motivation, which has become an important focus of research (Aristeidou, 2021;Kusumastuti et al, 2017;Zaikin et al, 2016). The trend of research in the past three years (2020-2022) has been greatly influenced by the Covid-19 pandemic.…”

Cognitive Content Recommendation in Digital Knowledge Repositories – A Survey of Recent Trends

“…It turns out that the cognitive science inspirations [28], [48] are becoming common in open and distance learning environments. They often occur in the design of various advanced learning software systems.…”

“…Other methods of recommending learning and research-related content are also discussed in [2], [8], [25], and [26]. Issues related to distance learning are studied in [28] and [48].…”