Academic Motivation Within COVID-19 Isolation

Academic Motivation Within COVID-19 Isolation

Nil Goksel
Copyright: © 2021 |Pages: 14
DOI: 10.4018/978-1-7998-7681-6.ch011
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Education community has once again understood how important open and distance learning applications are, as education is limited to the home with the effect of the global pandemic. In fact, some institutions, which have been planning to take steps towards digitalization, suddenly had to switch to emergency remote teaching applications with the effect of the pandemic. The most important factor in turning this situation into an advantage is that motivation, volition, and engagement are included in the theoretical applications. In the transition from theory to practice, there might be some factors caused by the pandemic, such as internet access problems, long-term social isolation, anxiety, or lack of motivation towards online learning. When evaluated within the aforementioned contexts, the central objective of this chapter is to focus on currently existing academic motivational problems and to discuss approaches, learning methods, and educational models that can be applied throughout the COVID-19 isolation.
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Learning Tendency During Covid-19

The educational problems that the world is currently experiencing due to the pandemic have become really tedious. Although there are attempts about gradual normalization in education, it seems that it will take some time to any semblance of normal is the reality. In this connection, learners, instructors, school administrators and parents found themselves in an educational process in which the principles of face to face education had to be transferred to online milieus in a very limited time.

The learning tendency during Covid-19 isolation included rapid and unexpected period, in which various difficulties were faced. Trying to be adapted into this system of isolated education, ODL applications conducted through ERT have been put into practice with the great efforts of higher educational institutions. As a result, with already existing and/or currently digitalized resources, ERT was applied, and thus the initial chaos was replaced by a calmer period eventually. To overcome these problems and evaluate the current ODL applications carried out throughout Covid-19 isolation in detail, this part examines the learning tendencies in terms of academic motivation, approaches to enhance motivation, learning methods to increase motivation, and educational models to raise motivation.

Key Terms in this Chapter

Open and Distance Learning: It is a type of education that gives the opportunity to openness in the learning process and to distance learning by taking the learner to the center.

Motivation: It is a term derived from the Latin word “movere” and denoting the act of moving.

ARCS-V: John M. Keller's motivational design model consisting of the initials of Attention, Relevance, Confidence, Satisfaction and Volition factors.

Distance Education: The main features of distance education include physical separation of instructors and students during instruction and their interaction through various technologies for communication. The expressions such as distributed learning, e-learning, m-learning, and online learning are used synonymously with distance education.

Academic Motivation: The will and determination of students to achieve their learning goals during online or face-to-face courses.

Emergency Remote Teaching: It is the type of education that was given to students urgently during the Covid-19 period and was carried out as a necessity rather than an option.

COVID-19: An infectious disease caused by a newly discovered coronavirus that has spread worldwide. The disease called pandemic by World Health Organization (WHO) on March 11, 2020.

Online Learning: Learning within courses conducted online. Also called as Computerized Electronic Learning or Internet Learning.

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