One of the most effective success factors in distance learning is high student motivation. Most of the time, children are engaged in remote control, learning the materials on their own. This requires concentration and a willingness to learn. At the same time, many traditional types of motivation become ineffective.
What teachers and parents can rely on
The student is well motivated in his studies:
- OK;
- high marks;
- awards (gifts);
- success;
- encouragement of adults;
- the prospect of “overtaking” classmates;
- fear;
- forecasts for future success or career and life failure;
- pleasure from learning new things;
- the opportunity to self-actualize.
Many of these factors are ineffective when learning at a distance. After all, a student cannot compare his progress with the success of his classmates. The only criterion for his success is the teacher’s assessment. Most often it is just the number of points. However, a more detailed assessment of his answer is important for the student. Here in this issue “distance learning” has an advantage over the traditional school, since there is no time limit, and children communicate more one-on-one with the teacher.
In addition, the teacher must create an opportunity for children to work in groups. So schoolchildren will be able to demonstrate their knowledge to classmates, argue with them, get their opinion, etc.
Fear also motivates children to some extent. However, this motivation is not of the best quality. Indeed, in such a case, children perform tasks only in order to gain knowledge, and not in order not to be punished.
Conscious (cognitive) motivation
Conscious or cognitive motivation plays a major role when it comes to distance learning, as evidenced, for example, by the experience of Kazakh teachers, which can be found at https://baq.kz/articles/m-alim-o-ushy-ata -ana-ashy-tan-o-ytu-a-dayyn-ba /
Cognitive motivation is the motivation for conscious action when work is done to gain knowledge. It is quite difficult for children, since they are not yet aware of themselves as an independent person and do not understand how knowledge from chemistry or biology can help them become happy and successful. The teacher must find appropriate incentives. The main one is maintaining interest in the subject taught and refusing to saturate the lesson with unnecessary information.
