Digital Resources as a Way to Increase the Motivation of Economic Specialties Students in Studies of Mathematics

Authors

DOI:

https://doi.org/10.34142/2709-7986.2022.27.2.08

Keywords:

Digital Resources, Electronic Multimedia Publication, Remote Learning, Individual Educational Environment, External and Internal Motivation

Abstract

The purpose of the work is to analyze the technical, methodical and psychological aspects of digitalization in education and, in particular, the methods of ensuring the effectiveness of independent work of students in the conditions of e-learning. The main attention is paid to the problem of the influence of interactive educational technologies on the formation of external and internal motivation of students of economic specialties to study mathematical disciplines.

Methodology. In the conditions of e-learning continuous monitoring of the success of students in mastering mathematical methods and their application to solve economic problems was carried out. The success of each student in performing each type of work separately, as well as his overall rating among other students in the group, were determined. These results were supplemented by the results of the students' questionnaire regarding their own attitude towards interactive technologies as a tool aimed at forming motivation for learning.

Results. The virtual environment for e-learning was built using Moodle LMS and contained learning digital resources of various levels of interactivity, including electronic multimedia publications. This helped to fully meet the needs of the distance educational process. To form the student's external motivation, the authors used an electronic journal in which the types of current tasks, points for their completion, the student's rating for each type of tasks, as well as for all types of tasks in general, are defined. To support internal motivation, interactive learning elements were developed and implemented. The effectiveness of the use of digital resources was confirmed during the monitoring of students' success and by the results of the survey of the participants of the experiment.

Conclusions. A significant advantage of the use of interactive components in the educational process should be considered the creation of conditions for a better understanding of theoretical material and using mathematical apparatus for solving real economic problems. The use of multi-level digital resources gives the student the opportunity to build an individual educational environment that increases internal motivation to study.

Downloads

Download data is not yet available.

Author Biographies

Irina Lebedeva, Simon Kuznets Kharkiv National University of Economics, Kharkiv, Ukraine.

Ph.D. in Physics and Mathematics, Associate Professor, Department of Higher Mathematics and Economic-Mathematical Methods, Simon Kuznets Kharkiv National University of Economics, 9a, Nauky Avenue, Kharkiv, Ukraine.

Larisa Norik, Simon Kuznets Kharkiv National University of Economics, Kharkiv, Ukraine.

Ph.D. in Economics, Associate Professor, Department of Higher Mathematics and Economic-Mathematical Methods, Simon Kuznets Kharkiv National University of Economics, 9a, Nauky Avenue, Kharkiv, Ukraine.

Stepan Lebedev, Simon Kuznets Kharkiv National University of Economics, Kharkiv, Ukraine.

Senior Lecturer, Department of Higher Mathematics and Economic-Mathematical Methods, Simon Kuznets Kharkiv National University of Economics, 9a, Nauky Avenue, Kharkiv, Ukraine.

References

Börnert-Ringleb, M., Casale, G., & Hillenbrand, C. (2021). What Predicts Teachers’ Use of Digital Learning in Germany? Examining the Obstacles and Conditions of Digital Learning in Special Education, European Journal of Special Needs Education, 36(1), 80-97. https://doi.org/10.1080/08856257.2021.1872847

Bykov, V., Spirin, O., & Pinchuk, O. (2020). Suchasni zavdannia tsyfrovoi transformatsii osvity [Modern Tasks of Digital Transformation of Education]. Bulletin of the UNESCO Chair “Continuing Professional Education of the XXI Century”, 1, 27–36. https://doi.org/10.35387/ucj.1(1).2020.27-36 [in Ukrainian].

Cole, M.S., Field, H.S., & Harris, S.G. (2004). Student Learning Motivation and Psychological Hardiness: Interactive Effects on Students’ Reactions to a Management Class. Academy of Management Learning & Education, 3(1), 64–85. https://doi.org/10.5465/amle.2004.12436819

Dutta, S., Lanvin, B., & Wunsch-Vincent, S. (Eds.). (2020). Global Innovation Index 2020: Who Will Finance Innovation? Cornell University, INSEAD, and the World Intellectual Property Organization. https://www.insead.edu/sites/default/files/ assets/dept/globalindices/docs/GII-2020-report.pdf

Gurevich, R.S., Kademiya, M.Yu., & Shevchenko. L.S. (2012). Informatsiini tekhnolohii navchannia: innovatsiinyi pidkhid [Information Technology Training: Innovative Research]. Vinnitsa, TOV firm "Planer" [in Ukrainian].

Kukharenko, V.M., & Bondarenko, V.V. (2020). Ekstrene dystantsiine navchannia v Ukraini [Emergency Distance Learning in Ukraine]. Kharkiv: Vyd-vo KP “Miska drukarnia” [in Ukrainian].

Jackson, E. A. (2021). Efficac y of Virtual Technology as the Way Forward for Teaching and Learning with the Experience of a Global Pandemic. Educational Challenges, 26(2), 6-12. https://doi.org/10.34142/2709-7986.2021.26.2.01

Modlo, Ye.O., Semerikov, S.O., Bondarevskyi, S.I., Tolmachev, S.T., Markova, O.M., & Nechypurenko, P.P. (2020). Methods of Using Mobile Internet Devices in the Formation of the General Scientific Component of Bachelor in Electromechanics Competency in Modeling of Technical Objects. In CEUR Workshop Proceedings, 2547 (pp. 217–240). http://ceur-ws.org/Vol-2547/paper16.pdf.

Morze, N., Varchenko-Trotsenko, L., Terletska, T., & Smyrnova-Trybulska, E. (2021). Implementation of Adaptive Learning at Higher Education Institutions by Means of Moodle LMS. Journal of Physics: Conference Series, 1840, 012062. https://doi.org/10.1088/1742-6596/1840/1/012062

Nahaev, V., & Hrynova, Y. (2020). Pedagogical Model of Organization of Distance Teaching and Learning in the Conditions of Network Technology of Students’ Educational and Creative Activity Management. Educational Challenges, 25(1), 82–95. https://doi.org/10.34142/2709-7986.2020.25.1.07

Proekt: Tsyfrova adzhenda Ukrainy – 2020 (Tsyfrovyi poriadok dennyi – 2020) [Project: Digital Agenda of Ukraine – 2020]. https://ucci.org.ua/uploads/files/58e78ee3c3922.pdf [in Ukrainian]

QS Quacquarelli Symonds. (2018). QS Higher Education System Strength Rankings. https://www.topuniversities.com/system-strength-rankings/2018.

Rahiem, M.D.H. (2020). Technological Barriers and Challenges in the Use of ICT During the COVID-19 Emergency Remote Learning. Universal Journal of Educational Research, 8(11B), 6124–6133. https://doi.org/10.13189/ujer.2020.082248

Rahiem, M.D.H. (2021). Remaining Motivated Despite the Limitations: University Students’ Learning Propensity during the Covid-19 Pandemic. Children and Youth Services Review, 120, n.d. https://doi.org/10.1016/j.childyouth.2020.105802

Reforma osvity ta nauky [Education and Science Reform] (2020). https://www.kmu.gov.ua/diyalnist/reformi/rozvitok-lyudskogo-kapitalu/reforma-osviti. [in Ukrainian].

Schunk, D.H., Meece, J.R., & Pintrich, P.R. (2014). Motivation in Education: Theory, Research, and Applications. Boston: Pearson.

Shakhina, I.Yu. (2017). Orhanizatsiia osvitnoho protsesu z vykorystanniam elektronnykh navchalno-metodychnykh kompleksiv dlia pidhotovky fakhivtsiv z kompiuternykh tekhnolohii [Organization of the Educational Process with the Use of o Educational and Methodical Complexes for the Training of Specialists in Computer Technology]. Informatsiini tekhnolohii i zasoby navchannia, 58(2), 141–154. https://doi.org/10.33407/itlt.v58i2.1568 [in Ukrainian].

Stratehiia rozvytku vyshchoi osvity v Ukraini na 2021 – 2031 roky [Strategy for the Development of Higher Education in Ukraine for 2021 – 2031]. Kyiv: Ministerstvo osvity i nauky, 2020. https://mon.gov.ua/storage/app/media/rizne/2020/09/25/rozvitku-vishchoi-osviti-v-ukraini-02-10-2020.pdf [in Ukrainian].

Trius, Yu.V., Zaspa, G.O., Kozhemyakin, O.S., & Ashirova, A.V. (2021). Informatsiino-analitychna systema pidtrymky osvitnoi diialnosti strukturnykh pidrozdiliv zakladiv vyshchoi osvity [Information-Analytical System of Support of Educational Activity of Structural Subdivisions of Higher Education Institutions]. Visnyk Cherkaskoho derzhavnoho tekhnolohichnoho universytetu, 4, 27–38. https://doi.org/10.24025/2306-4412.4.2020.219482 [in Ukrainian].

Ullah, A., & Anwar, S. (2020). The Effective Use of Information Technology and Interactive Activities to Improve Learner Engagement. Educ. Sci., 10(12), 349. https://doi.org/10.3390/educsci10120349

Vermunt, J., & Donche, V, (2017). A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward. Educational Psychology Review, 29(2), 269–299. https://doi.org/10.1007/s10648-017-9414-6

Downloads

Published

2022-10-17

How to Cite

Lebedeva, I., Norik, L., & Lebedev, S. (2022). Digital Resources as a Way to Increase the Motivation of Economic Specialties Students in Studies of Mathematics. Educational Challenges, 27(2), 105-121. https://doi.org/10.34142/2709-7986.2022.27.2.08