Socially induced motivation in learning
Coping with digital interaction in higher education under the pandemic
Bibliographic Data
| ID | 21628804 |
|---|---|
| Authors | Ida Poppe (University of Oslo), Lars Erik Kjekshus (0000-0002-0122-0625, University of Oslo, corresponding author) |
| Year | 2023 |
| Volume | 42 |
| Issue | 27 |
| Pages | 23277-23288 |
| Publication date | 2023-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Current Psychology (JOURNAL) |
| Journal identifiers | ISSN: 1046-1310 • E-ISSN: 1936-4733 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s12144-022-03407-1 |
| PMID | 35854702 |
| OpenAlex | W4285593878 |
| Language | EN |
| Citations received | 1 |
| References cited | 29 |
The COVID-19 pandemic resulted in a total digital disruption of all activities at universities. New digital tools and arenas replaced the daily physical interactions between students and professors. How did this affect motivation and learning outcomes? This article uses the pandemic as a prism to understand how and why social relations and interaction are important in the educational system. Data were obtained from 26 informants in two case studies (study programs). A total of 12 in-depth interviews with employees and 4 group interviews with 14 students were performed at Oslo University during the pandemic (2020–2021). We explore an alternative understanding of social ties in relation to the educational process and the importance of social interaction in sensemaking and self-determination theory concepts. As digital disruption creates a social disconnect for most actors, it becomes prevalent that social activity, both formal and informal, seems to be an important source of motivation for both students and faculty members at the university. We introduce the concept of socially induced motivation as an important aspect of learning. The tendencies in the informants’ accounts of the social interaction are perceived in this context as sensemaking the university as an organization and how it solves its missions and assignments. Socially induced motivation is an important concept, both in relation to work in general and specifically to work in higher education. Our study shows why universities should strive to facilitate socially induced motivation in the future
Higher education · Pedagogy · Political science · Public relations · Sensemaking · Social relation · COVID-19 and Mental Health · Impact of Technology on Adolescents · Motivation and Self-Concept in Sports · Psychology · Social Psychology
The impact of Covid-19 on student experiences and expectations
The Vulnerable System
Classrooms
Organizing and the Process of Sensemaking
Exhausted due to the pandemic
Exploring the level of lockdown fatigue and effect of personal resilience and coping behaviours on university students during the covid-19 pandemic
Effect of Covid-19 outbreak on anxiety among students of higher education; A review of literature
Global impact of Covid-19 on education systems
Covid-19 and digital disruption in UK universities
Portuguese higher education students’ adaptation to online teaching and learning in times of the Covid-19 pandemic
Curricular fit perspective on motivation in higher education
Covid ‐19 and online teaching in higher education
The Endless Fields of Pierre Bourdieu
Moral Identity and Developmental Theory
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Self‐determination theory and work motivation
Teaching during a Pandemic
The Institutional Logics Perspective
| Citations per year | 0.5 |
|---|---|
| Citation span | 2024 - 2024 (1) |
| Highly cited | No |