Abstract
During the period of remote learning in Russia, caused by measures to combat coronavirus infection in 2020, many university professors realized that dissatisfaction with the quality of their teaching activities, the teaching methods and the conditions in education was carried out, significantly reduced their motivation to teaching activity. The analysis of scientific literature showed that there is a lack of research on the motivation of university faculty, which is explained by the public attitude towards the initially high motivation of professors and the lack of methodological tools for conducting research. We used the following research methods: competence-based and system-activity approaches, as well as several theories of motivation developed by Russian and foreign scientists. Realizing that faculty motivation is one of the main factors that can ensure high quality education through the introduction of advanced teaching technologies, the article presents the results of an empirical study that made it possible to determine four main groups of negative factors that affect faculty motivation to carry out distant evaluation of the students. The recommendations are formulated for the university faculty, educational and methodological departments and administration of universities, which can contribute to the growth or maintenance of the faculty motivation both in “face-to-face” and distant educational process.
Highlights
During the period of remote learning in the universities of the Russian Federation, due to the need to take measures to prevent coronavirus infection, the faculty faced the task of evaluating the work of students in a distant mode
Considering the fact that in the 2020-2021 academic year the second "wave" of the COVID-19 pandemic may begin and higher educational institutions will again be forced to switch to remoted forms of contact with students, as well as the fact that, having received a generally positive experience of remoted learning, The Ministry of Science and Higher Education of the Russian Federation will fully expand the digitalization of higher education, there is a need to find ways to increase the motivation of faculty for remoted and mixed education, especially in the field of assessing the skills, abilities and competencies of the students
The motivation of a university professor in the process of distant evaluation of the students can be formed if the following conditions are met:
Summary
During the period of remote learning in the universities of the Russian Federation, due to the need to take measures to prevent coronavirus infection, the faculty faced the task of evaluating the work of students in a distant mode. Considering the fact that in the 2020-2021 academic year the second "wave" of the COVID-19 pandemic may begin and higher educational institutions will again be forced to switch to remoted forms of contact with students, as well as the fact that, having received a generally positive experience of remoted learning, The Ministry of Science and Higher Education of the Russian Federation will fully expand the digitalization of higher education, there is a need to find ways to increase the motivation of faculty for remoted and mixed education, especially in the field of assessing the skills, abilities and competencies of the students. Studies on the motivation of university faculty to evaluate students remain extremely small despite the relevance of this scientific field
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