Abstract
In this paper, we will demonstrate in what way and to what extent the university teaching of the Italian language as an elective and compulsory-elective academic course has changed in the online context imposed in the conditions of the Covid-19 pandemic. The transition from classroom teaching to online teaching (pure e-learning, then blended learning) in synchronous and asynchronous form significantly influenced a number of factors important for the acquisition of the Italian language and introduction to the elements of Italian civilization and culture. The aim of the research was to examine the efficacy of organized (a)synchronous online teaching, to determine to what extent this second way of teaching affects students' academic motivation to learn Italian as an elective second foreign language, and to establish preconditions for achieving various aspects of motivation: experience with online teaching, achievement, technical difficulties, and attitudes about online teaching. The research was conducted among students of different departments at the Faculty of Philosophy, University of Novi Sad. The study involved 136 students of Italian (85% of respondents), aged 19 to 33 years (AC = 20.55) who had online classes. Using latent profile analysis, four profiles of academic motivation were registered: highly motivated (8% of respondents), moderately motivated (49%), low autonomously motivated (17%) and highly unmotivated (26%). The paper presents affiliations with the profiles in relation to: 1.) experience in online teaching before the pandemic, 2.) academic achievement, 3.) difficulties with the Internet connection during online teaching, and 4.) attitudes about online teaching. The results of the research indicate that the largest number of students prefer live teaching to online, but also that previous experience in online teaching has a significant impact on maintaining optimal or achieving a high level of motivation.
Highlights
Summary In this paper, we will demonstrate in what way and to what extent the university teaching of the Italian language as an elective and compulsory-elective academic course has changed in the online context imposed in the conditions of the Covid-19 pandemic
The transition from classroom teaching to online teaching in synchronous and asynchronous form significantly influenced a number of factors important for the acquisition of the Italian language and introduction to the elements of Italian civilization and culture
The research was conducted among students of different departments at the Faculty of Philosophy, University of Novi Sad
Summary
За теоријски оквир истраживања одабрали смо теорију самоодређења (енг. Self-Determination Theory – SDT; Deci & Ryan, 1985; Ryan & Deci, 2017), која разликује неколико облика мотивације: од аутономних облика (интегрисана, унутрашња и идентификована мотивација), преко контролисаних облика мотивације (спољашња и интројектована мотивација), до амотивације. Већина студија у којима су испитивани мотивациони профили студената бавила се димензијама аутономне и контролисане мотивације, уз евентуално укључење амотивације, иако би разликовање свих аспеката бихевиоралне регулације, препознате у оквиру теорије самоодређења, биле много корисније (Boiché et al, 2008). Оптимални профили – висока аутономија и ниска контрола, углавном су присутни код студената са позитивним емоцијама према својим студијама и општим позитивним мишљењем о својим студијама (Liu et al, 2009), за разлику од најмање оптималног профила – профила ниске аутономије и високе контроле. Бојше и сарадници су (Boiché еt al., 2008), користећи се свим облицима бихевиоралне регулације, дошли до закључка да профили високог степена аутономне мотивације, средњег степена интројектоване регулације и ниског степена екстерне регулације и амотивације имају највиши ниво академског успеха, затим следи средње мотивисани профил, док су на самом крају профили са ниском аутономном мотивацијом и интројектованом мотивацијом, као и високим нивоом екстерне регулације и амотивације
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