Students and education during the COVID-19 pandemic: Study and perspectives

Viktoriya I. Rerke; Natalia V. Belyakova; Angela B. Mottaeva; Lyudmila P. Shipovskaya; Alla V. Ignatyeva; Leonid V. Blinov; Irina G. Kalina

doi:10.22633/rpge.v25iesp.7.16160

Autores/as

Viktoriya I. Rerke Irkutsk State University, Irkutsk – Russia https://orcid.org/0000-0002-7722-8287
Natalia V. Belyakova Russian State Social University, Moscow – Russia https://orcid.org/0000-0001-7116-9389
Angela B. Mottaeva Moscow State University of Civil Engineering, Moscow – Russia https://orcid.org/0000-0002-3599-5605
Lyudmila P. Shipovskaya Moscow Automobile and Road Construction State Technical University (MADI), Moscow – Russia https://orcid.org/0000-0001-6139-948X
Alla V. Ignatyeva Moscow City University, Moscow – Russia https://orcid.org/0000-0001-7772-5219
Leonid V. Blinov Pacific National University, Khabarovsk – Russia https://orcid.org/0000-0003-0167-7147
Irina G. Kalina Kazan Federal University Naberezhnye Chelny Institute, Naberezhnye Chelny – Russia https://orcid.org/0000-0003-0276-8227

DOI:

https://doi.org/10.22633/rpge.v25iesp.7.16160

Palabras clave:

COVID-19, Actividad de voluntariado, Estudiantes, Educación, Características psicológicas

Resumen

La pandemia de COVID-19 se ha convertido en un problema de salud mundial y ha tenido un impacto significativo en la educación. Como resultado, a mediados del segundo semestre de 2019/2020, se impartieron métodos de aprendizaje a distancia. El propósito del artículo es estudiar los detalles de la educación en línea durante la pandemia de Covid-19. Un estudio de diagnóstico integral de las características psicológicas de los estudiantes incluyó los siguientes métodos: la prueba de orientaciones del sentido de la vida (LMO), adaptada por D. A. Leontiev (2006), diagnóstico de la estructura motivacional de la personalidad. Con base en los resultados de la investigación empírica realizada, la duración del estudio influyó en la preferencia de los estudiantes. Además, un mayor número de estudiantes de primer año prefirió aprendizaje a distancia en comparación con los estudiantes mayores. A pesar de algunos desafíos, los estudiantes pudieron adaptarse a los nuevos métodos de aprendizaje a distancia completos y la mayoría reconoció que el aprendizaje combinado se puede realizar más adelante. La pandemia de COVID-19 transforma la aplicación de la tecnología en la educación y los enfoques de enseñanza en el futuro previsible.

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Biografía del autor/a

Viktoriya I. Rerke, Irkutsk State University, Irkutsk – Russia

PhD in Psychology, Associate Professor of the Department of Social Pedagogy and Psychology.

Natalia V. Belyakova, Russian State Social University, Moscow – Russia

PhD in Psychology, Associate Professor of the Faculty of Psychology.

Angela B. Mottaeva, Moscow State University of Civil Engineering, Moscow – Russia

Doctor of Economics, Professor of the Department of Construction and Real Estate Management.

Lyudmila P. Shipovskaya, Moscow Automobile and Road Construction State Technical University (MADI), Moscow – Russia

Doctor of Philosophy, Associate Professor of the Department of Social Psychology.

Alla V. Ignatyeva, Moscow City University, Moscow – Russia

PhD in Pedagogy, Associate Professor of the Department of Decorative Arts and Design.

Leonid V. Blinov, Pacific National University, Khabarovsk – Russia

Doctor of Pedagogy, Professor of the Department of the Theory and Technique of Pedagogical and Defectology Education.

Irina G. Kalina, Kazan Federal University Naberezhnye Chelny Institute, Naberezhnye Chelny – Russia

PhD in Pedagogy, Associate Professor of the Department of Physical Education and Sport.

Citas

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Estudiantes y educación durante la pandemia COVID-19

Estudio y perspectivas

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Biografía del autor/a

Viktoriya I. Rerke, Irkutsk State University, Irkutsk – Russia

Natalia V. Belyakova, Russian State Social University, Moscow – Russia

Angela B. Mottaeva, Moscow State University of Civil Engineering, Moscow – Russia

Lyudmila P. Shipovskaya, Moscow Automobile and Road Construction State Technical University (MADI), Moscow – Russia

Alla V. Ignatyeva, Moscow City University, Moscow – Russia

Leonid V. Blinov, Pacific National University, Khabarovsk – Russia

Irina G. Kalina, Kazan Federal University Naberezhnye Chelny Institute, Naberezhnye Chelny – Russia

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