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«IZVESTIYA IRKUTSKOGO GOSUDARSTVENNOGO UNIVERSITETA». SERIYA «PSICHOLOGIYA»
«THE BULLETIN OF IRKUTSK STATE UNIVERSITY». SERIES «PSYCHOLOGY»
ISSN 2304-1226 (Print)

List of issues > Series «Psychology». 2022. Vol 39

Specific View of Schoolchildren and Students on Distance Learning

Author(s)
I. M. Kyshtymova, L. V. Skorova
Abstract
The article presents arguments for necessity to determine the attitude of education actors to a new distant form of learning. The results of the study of semantic assessment of distant learning by students and schoolchildren have been presented. The sematic differential has been used to analyze the data obtained. The semantics of distant learning identified by its actors on the basis of the categories of “comfort”, “intellectual efficiency”, “workload”, and “externality”. There are differences in the semantic assessment of distant learning by students and schoolchildren. Students gave much lower estimates to distance learning by intellectual efficiency parameter, while estimating the workload parameter higher. Schoolgirls gave negative assessment to distance learning by all parameters. The findings indicate that there is a need to arrange personalized distance learning.
About the Authors

Kyshtymova Irina Mikhailovna, Doctor of Sciences (Psychology), Professor,Department of Psychology of Education and Personal Development, Irkutsk State University 1, K. Marx st., Irkutsk, 664003,, Russian Federation, e-mail: info@creativity.ru

Skorova Larisa Vladimirovna, Candidate of Sciences (Psychology), Associate Professor, Head, Department of Psychology of Education and Personal Development, Irkutsk State University, 1, K. Marx st., Irkutsk, 664003, Russian Federation, e-mail: larisa.skorova@gmail.com

For citation
Kyshtymova I.M., Skorova L.V. Specific View of Schoolchildren and Students on Distance Learning. The Bulletin of Irkutsk State University. Series Psychology, 2022, vol. 39, pp. 19-31. https://doi.org/10.26516/2304-1226.2022.39.19 (in Russian)
Keywords
distance learning, education actors, students, schoolchildren, gender, and semantic assessment.
UDC
159.96
DOI
https://doi.org/10.26516/2304-1226.2022.39.19
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