Abstract
During the COVID-19 pandemic, the educational process acquired distance learning techniques when technical teaching aids gained much more significance for mediating the real interaction of students and their teachers. At the same time, emotional-intonational interaction (the main method of imposing influence) became extremely limited. The conditions for creating the effect of involvement have changed and scholars need to consider the phenomenon of involvement, its psychological mechanisms, strategies used by teachers and students in digital learning. The research objective is to determine the model of involvement of participants in educational activity in the context of distance (digital) learning based on the analysis of the Russian and foreign approaches to the types and aspects of involvement. The main aspects of involvement include cognitive, emotional, behavioral, activity-based, motivational, socio-psychological and physical. These aspects represent the external and internal factors of the spatial side of the personality-based activity model. The novelty of the spatial and temporal model consists in the use of all spatial factors in sequent time phases of involvement: preparatory, activity-based, evaluative-correctional. The preparatory phase has emotional, motivational and semantic aspects. The activity-based phase comprises cognitive-behavioral and socio-psychological aspects. The evaluative-correctional phase aims at assessing both preparatory and activity-based phases according to the following system: A-high, B-moderate, C-low. The decision to adjust involvement is based on expert assessments (AA, AB, BA, AC, etc.). The authors suggest long-term and short-term options for implementing the involvement model with their methods, expected results and implementation mechanisms. The short-term version of the involvement model is realized through the digital monitoring of emotional and cognitive responses of a person in a digital environment. The authors also highlight the possibility of managing and self-managing students’ involvement in educational activities within a digital environment.
Highlights
The relevance of studying the phenomenon of “involvement” in the digital educational environment increased during the COVID-19 pandemic when distance learning replaced traditional contact forms of education
The conditions for creating the effect of involvement have changed and we need to consider the phenomenon of involvement, its psychological mechanisms and strategies used by teachers and students in digital learning
The review of literary sources gives an idea about numerous aspects of involvement: cognitive, emotional, behavioral, motivational, socio-psychological and physical
Summary
The relevance of studying the phenomenon of “involvement” in the digital educational environment increased during the COVID-19 pandemic when distance learning replaced traditional contact forms of education. The conditions for creating the effect of involvement have changed and we need to consider the phenomenon of involvement, its psychological mechanisms and strategies used by teachers and students in digital learning. The material and teaching experience accumulated by various scholars promotes the creation of different models to ensure student-teacher involvement
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