DIMENSIONS OF ACADEMIC MOTIVATION PROMOTED BY PROFESSORES OF THE MASTER OF HIGHER EDUCATION, VIRTUAL MODALITY, CEPIES-UMSA
DOI:
https://doi.org/10.5216/revufg.v25.82812Keywords:
Academic motivation, Higher Education, teachingAbstract
This investigation aims to identify the dimensions of academic motivation promoted by CEPIES professors in their educational practice within virtual environments in the 2023 management. To this end, it considers a consolidated theoretical framework on virtual environments, academic motivation, and learning theories related to the theme. “The evaluation instrument was applied to identify the levels of academic motivation that are promoted by postgraduate teachers in virtual environments,” validated by experts, built based on indicators and dimensions of Deci and Ryan's Self-Determination Theory. The sample comprises 66 professors from the CEPIES-UMSA Master’s Program, offered in a virtual modality. It is considered non-representative, intentional, and voluntary, and teaching a subject in virtual modality during the 2023 administration represents a selection criterion. The results show that professors promote more extrinsic motivation than intrinsic motivation in their virtual classes (68% intrinsic to 71% extrinsic motivation). On the other hand, 9% of professors always point to signs of demotivation in students, 14% almost always, 17% frequently, and 40% perceive demotivation at different levels in students. These results exhibit the need to manage this theme and develop educational proposals focused on academic motivation in virtual environments in didactic training.
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