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PILOTING GUIDELINES FOR GAMIFIED LEARNING TECHNOLOGY TOWARDS INCLUSIVE EDUCATION

Author(s): Adriani PIKI ,Markos Markou,Vladislava Lendzhova,Ioana Andreea Ștefan / Language(s): English Issue: 01/2022

The adoption of a user-oriented systems development approach is essential for creating usable and accessible systems that satisfy users’ emotional, intellectual, and physical needs and requirements. The primary goal of achieving usability and accessibility is to improve the user experience of every individual, irrespective of their unique cognitive, physical, socio-economic, and other characteristics. Accessibility and inclusivity are qualities which should be taken into consideration at the beginning of the system analysis and design phases rather as an adaptation or intervention applied post-implementation. However, when the target audience includes learners with disabilities, socio-economically disadvantaged learners, and their teachers, then involving users throughout the systems development lifecycle becomes a challenging endeavour. Adopting conventional approaches for user evaluation and piloting cannot straightforwardly be employed in such educational contexts. This paper aims to discuss the challenges in setting up and conducting pilots with individuals in these target groups as well as the opportunities that emerge through a systemic piloting approach. Additionally, a set of piloting guidelines is formulated, and a piloting plan is proposed comprising of alternative options for accommodating a range of piloting setups – across target groups and cultural contexts. The proposed piloting approach draws on three strands: raising awareness on accessibility and inclusion; conducting user evaluation; and ensuring scientific and methodological rigour. The proposed approach can in turn inform the design and development of a gamified educational platform for promoting accessibility and inclusivity in education.

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TECHNOLOGIZING OF THE ROMANIAN EDUCATIONAL SYSTEM: OPPORTUNITIES AND LIMITS

Author(s): Laura Patache,Iuliana Pârvu,Claudiu Chiru / Language(s): English Issue: 01/2022

Technology is more and more present in our daily activities, whether we are talking about telephones, cars or smart homes, automation and even robotization of industry and agriculture, etc. People's physical work, usually repetitive, is gradually taken over by machines so that intellectual work and investment in human capital become an essential condition for carrying out lucrative activities. The educational system has evolved in the direction of using new technologies, from Power-Point presentations to complex e-learning systems. Online programs dedicated to learning or testing of students are working tools, increasingly popular, especially in the COVID-19 pandemic. The present study aims to reveal a part of the opportunities brought by technology in the higher educational system but, also, to underline some limits of the current national context in the implementation of modern systems and methods for learning and teaching. If the opportunities of a digitized education system in the context of the knowledge economy are undeniable, the forced education of young people, only by electronic means, has exacerbated the problems of the Romanian education system such as limited access to education of social groups such as rural students, coming from disorganized and/ or lowincome families, institutionalized ones, etc., or the teachers lack of training to adapt to the new work conditions, all these accompanied by numerous legislative and leadership changes starting to 1990. Despite of these problems, in tertiary education the technology is a must be and the post-pandemic period will be an opportunity for blended-learning implementation in universities and, gradually in all levels of training and education.

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STUDENTS' PERCEIVED ENGAGEMENT AND PERCEIVED MOTIVATION TOWARDS MATRICES VIRTUAL ESCAPE ROOM GAME

Author(s): Siti Nazleen Abdul Rabu,Noorazwani Alias / Language(s): English Issue: 01/2022

This study looks into students' motivation and engagement after playing a virtual escape room game based on the Matrices topic. Data was obtained from 24 respondents who were diploma students enrolled in an Engineering Mathematics course at a polytechnic in northern Malaysia using a preexperimental, one-group post-test research design. Genially was used to create the virtual escape room game, which included the escape room framework, game characteristics, and ARCS motivational model. Students' perceived motivation was assessed using a 20-item adapted Instructional Materials Motivation Survey (IMMS) questionnaire, while their perceived engagement with the Matrices topic virtual escape room game was assessed using a 16-item adapted engagement questionnaire. According to the findings, incorporating a virtual escape room game into learning a Matrices topic can have a beneficial impact on students' perceived motivation and engagement. According to the questionnaire, attention has the greatest motivating rating among the four subscales in the ARCS model, where the introduction of the virtual escape room game attracts students the most. Despite the fact that the students have never used a virtual escape room before, they love the exercise for the most part because they all agree that it is quite engaging. This research gives teachers, course designers, and instructional designers a general idea of how to use virtual escape rooms as an online pedagogical tool to make students more motivated, interested, and engaged in learning.

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AN EXPLORATION OF POSTGRADUATE STUDENTS' PREFERENCES FOR GAME MECHANICS IN A GAMIFIED CLASSROOM

Author(s): Siti Nazleen Abdul Rabu,Noor Hanim ISMAIL / Language(s): English Issue: 01/2022

Although a thorough review of the literature shows that game mechanics can be a powerful tool for enhancing and promoting engagement, motivation, enjoyment, and learning achievement at the higher education institution level, few studies have examined whether gamification is appropriate for postgraduate students, as well as their attitudes toward a gamified classroom. The study aimed to look into postgraduate students' attitudes toward game mechanics and how certain game mechanics affect their learning outcomes. A qualitative case study was conducted with 16 postgraduate students from the Master of Instructional Multimedia programme enrolled in the Instructional Design and Delivery course as the study's sample, using semi-structured focus group interviews and a survey questionnaire. The study found that challenges and teams, as well as badges and leaderboards, were the most popular game mechanics in the gamified classroom. Challenges were preferred by students because they are enjoyable, intriguing, and appealing due to the various levels of difficulty. In addition, the challenges allow students to demonstrate their comprehension by incorporating their higher-order thinking abilities (HOTS) into their studies. On the other hand, teamwork becomes their preferred option because they enjoy collaborating with other students and sharing information and responsibilities. Leaderboards and badges were the least popular because they detracted from their purpose. The findings imply that integrating certain game features can help postgraduate students have more interesting and meaningful experiences. These findings suggest that three-game mechanics greatly influenced postgraduate students' attitudes in a gamified classroom, with challenges, teams, and leaderboards ranking first, second, and third, respectively

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THE POTENTIAL OF MOBILE APPLICATION FOR SUPPORTING GAMELAN LEARNING: AN EXPLORATION OF STUDENTS’ LEARNING EXPERIENCE

Author(s): Yun Yi Tan,Regania Pasca Rassy / Language(s): English Issue: 01/2022

In this study, an exploration was carried out on the use of gamelan mobile applications on gamelan students to see the influence of these applications on the students’ learning processes and the factors of gamelan mobile applications that can support and inhibit their learning process. This research is a qualitative approach that uses an exploratory case study. The population is selected using purposive sampling, which is a gamelan class, and the sample is saron barung gamelan players chosen based on homogeneous sampling. Due to the limitation of complete Malay gamelan instruments on the mobile application, this study is used a Javanese mobile gamelan application. The gamelan mobile application used is the E-Gamelan mobile application because the application provides complete gamelan instruments and has several suitable criteria for this study. Four instruments were used to apply the triangulation method during the data collection to ensure that the data obtained were well-proven. After the data has been collected, they were processed using thematic analysis. The results of this study are expected to be an evaluation of gamelan class that can further extend or increase the duration of students practice in getting maximum results, then provide ideas and views for gamelan trainers or instructors to use mobile gamelan applications as an additional tool to support the training and learning process to be more flexible. Lastly, provide insights for gamelan developers to build complete Gamelan applications in the future.

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TEAMWORK PERCEPTIONS OF STUDENTS ENROLLED IN INFORMATION AND TECHNOLOGY PROGRAMS

Author(s): Patricea Elena Bertea,Doina Fotache,Irina-Cristina Cojocariu / Language(s): English Issue: 01/2022

Teamwork skills are essential information technology professional skills, yet undergraduates exhibit reluctance to engage with group work, especially in professional groups. This study investigates student perceptions about their individual culture and teamwork culture on their undergraduate final year's degrees. Although students understood the importance of developing teamwork skills for their future, they don't make a connection between their individual skills and their teams' skills. Working in teams during laboratory sessions, projects and informal study groups is important for developing teamwork skills in IT students. The authors developed a study based on the data obtained through an online survey. Their aim is explaining how students' background, engagement in learning teamwork, teamwork self-efficacy and interest in learning teamwork affect attitudes toward teamwork. Attitudes 465 IT students toward teamwork, teamwork interest and teamwork self-efficacy of students who attend the same academic program were compared. Challenges of teamwork in classes may adversely affect students' future attitudes toward teamwork. Further, there is a concern about whether IT undergraduate programs foster students' teamwork skills. To answer these questions, the purpose of this paper is to analyse students' auto evaluation toward their individual culture, interest in learning teamwork skills and teamwork self-efficacy. The study will contribute to the body of literature regarding teamwork in educational setups as a pedagogical method and can be further used in studies dealing with teamwork in companies as well.

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A SYSTEMATIC REVIEW OF ELEARNING STRATEGIES FOR TRAINING TEACHERS IN AN INCLUSIVE PERSPECTIVE THROUGH COMMUNITIES OF PRACTICE

Author(s): Ecaterina Vrasmas,Daniela Ionescu / Language(s): English Issue: 01/2022

This paper is a systematic review within the framework of Communities of Practice, in secondary schools that have been carried out in the inclusive education from 1990 to 2021, published in English. The inclusive education of children with special educational needs can represent for school and education in general an opportunity to benefit from multitude of resources and potentials that the actors of the instructive-educational process have. Implementation of inclusive education (IE) has been a major challenge around the globe during the last 20 years. In the last 10 years, there has been evidence the idea of making education more inclusive. Meanwhile, the problem of strategies and methods of teacher training in this field has been considered the path to access to the goals of IE, being known that openness cannot increase in the absence of a strong relationship between the teacher and the student. Therefore, positive attitudes toward the inclusion of children with special educational needs (SEN) have been essential for the successful implementation of it. This requires collaboration and practice between different professionals as teachers, schools’ managers, and support specialist from specialised centres not only teacher student. The result of this systematic review exposed that training and learning from each other have contributed to find the best solution for articulate implementation of inclusive education through Communities of Practice (CoP).

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FROM COMPUTER-ASSISTED LANGUAGE LEARNING TO EMERGENCY REMOTE LANGUAGE TEACHING: A CHANGE IN THE TEACHING PARADIGM

Author(s): Lorena Clara Mihăeș,Anda Dimitriu / Language(s): English Issue: 01/2022

The shift to online instruction in March 2020 was sudden and posed a number of problems to the ESP course instructors in terms of technology, pedagogy and assessment of students’ performance. Although computer assistance has long been used in teaching English for Specific Purposes at the University of Bucharest, the computer was not the medium of instruction, nor was the course content digitalised. As for the exams, they were either pen-and-paper based or oral examinations, therefore the computer was hardly ever used. This article is an investigation into the solutions that have been adopted during the pandemic, which may lay the foundations for successful standards for a modern blended ESP course, where computer-mediated activities are given pride of place.

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RECONNECTING IN THE POST-PANDEMIC CLASSROOM - A CHALLENGE FOR TEACHERS AND STUDENTS

Author(s): Mihaela Pricope,Simona Mazilu,Fabiola Popa / Language(s): English Issue: 01/2022

The COVID-19 pandemic has enabled teachers to re-create distance learning in new ways, and this knowledge can be applied in the post-pandemic period of schooling and other similar special cases. In this respect, our article aims at presenting a series of findings related to the students’ perspective of their virtual learning path in the pandemic and post-pandemic period, as well as discussing some of the perceived challenges that the return to the classroom may pose. In the first part, the article covers a theoretical overview of virtual education and analyses learning from the perspective of several learning theories, relevant for teaching/learning foreign languages. In the second part, we dwell on the transfer from the virtual environment to the traditional face-to-face learning, and point out to the need to rethink and readjust some teaching strategies so as to match the distressing reality of having faced a pandemic. In the last part of our paper, we are going to present the students’ views on their own transition learning experience. We have also highlighted some of the strategies that we have been using in the classroom in order to make the transition from the online environment to the offline learning more manageable, with a special emphasis on the awareness that in this unprecedented special context both the students’ and the teachers’ emotional well-being must be prioritized, given the distress all the actors in the didactic process have been subjected to for the last two years.

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CHALLENGES ENCOUNTERED IN ONLINE AND TRADITIONAL LEARNING PROCESS WITH NON-SPECIALIZED INSTRUCTORS IN PSYCHO-PEDAGOGICAL FIELD FOR BASIC AND CONTINUOUS TRAINING

Author(s): Neculai Tataru,Daniel Oaie / Language(s): English Issue: 01/2022

The diversity of training requirements in a narrow field of majors of a reduced number of trainees leads to the situation in which there are not enough dedicated personnel for the teaching process. So, the institution faces the necessity of asking for associated instructors-specialized personnel in the required fields but without proper training in psycho-pedagogical domain. Due to their full agendas, the time left for them to participate at this training is limited and so, the institution has to concentrate its effort in preparing the pedagogic material that is to be presented by the institution itself in prior meetings while applying the fundamental teaching principles. The experience gained in the years of pandemic combined with the deficit of didactic personnel in ”Viceamiral Constantin Bălescu” Romanian Navy Joint Training School can be exploited in order to identify the best solutions and ways of action in similar future circumstances. We will not focus on the challenges that arise from the process of becoming from a civilian, in such a short time, a military. This transition period is demanding for either the trainees but also the instructors. We will focus our attention on the instructors and the process of training. The pandemic challenges and also the current ones regarding zone security require the didactic resilience growth, which must become more flexible, to use a variety of means and technologies and be well-equipped in order to cope with possible crises.

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STUDENT TIME MANAGEMENT DURING THE COVID-19 OUTBREAK. FINDINGS FROM THE UNIVERSITY OF MILANO BICOCCA.

Author(s): Lorenzo Merignati,Barbara Balzan,Marco Bondi / Language(s): English Issue: 01/2023

Time management during the academic years is one of the significant challenges for graduates and undergraduates. This is even more challenging in the EU, especially when universities make compulsory skill certifications next to the well-established curricula studiorum. For example, ICT certifications, compliant with the e-CF (European Competence Framework), need extra time to be obtained. The lockdowns and the social restrictions have changed a lot of behaviors for students and their learning methods. They affected even the learning method for preparing for the e4Job certification issued by the University of Milano-Bicocca (UNIMIB). E4Job is a formal achievement compliant with the mentioned e-CF for ICT skills. And any UNIMIB student must get a bachelor's or master's degree. This work stresses a strong correlation between how the students of UNIMIB have prepared themselves to get the certification of their ICT skills and the results obtained during the test throughout the COVID period, before and after. Based on the time limits imposed by the Italian anti-COVID legislation, the work has analyzed three timespans: the pre-restrictions phase, the implementation phase and the after-restrictions phase. The analyzed data have shown a strong correlation (from 0.84 to 0.94 with an R-squared from 0.71 to 0.93) between how students have approached the learning materials to pass the e4Job exam and the results of the e4Job exam itself. In particular, the results of test simulations have been analyzed in correlation to the official test results. To find the correlation, more than 5100 preparation tests have been analyzed from the eLearning platform of UNIMIB, and more than 14500 e4Job official tests. All the analysis and the data have been extracted and manipulated following the GDPR. Afterwards, the authors discuss the outcomes, putting them into a theoretical framework, assuming that the social restrictions have profoundly changed the students' learning approach, at least in terms of time management (for example it has arisen an increased number of preparation tests during the social restrictions period). During the implementation phase and post-restriction phase, the data revealed that students got better scores on the preparatory test and during the e4Job exam. On the other hand, the results corroborate an idea well known in the instructional design literature: an online course has more chance to be fruitful and finished if the student himself can invest freely the time to spend on the contents, not having fixed constraints (such as 'excluding deadlines' and sequences of mandatory contents) or peremptory administrative cutoffs. As in fact, it happened during the pandemic: there were exam sessions but no stringent bureaucratic deadlines. Thinking about the return to the 'everyday-life' after the COVID-19 outbreak; considering the EU policies for the ICT labour market (e.g. the e-CF framework, the ESCO programme, the DESI Index); and pondering the arisen evidence of the UNIMIB students, in the conclusion, the authors discuss what kind of challenges the ecosystem of academia has to face if it wants to keep on the same track formal graduations and professional training.you use.

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AFFORDANCES AND CONSTRAINTS OF GAME-BASED LEARNING FOR LEARNERS WITH DISABILITIES: PERSPECTIVES FROM EDUCATORS IN BULGARIA AND CYPRUS

Author(s): Vladislava Lendzhova,Andriani Piki,Markos Markou,Valentina Milenkova,Boris Manov / Language(s): English Issue: 01/2023

The aim of this study is to explore the role of game-based learning (GBL) approaches when utilised for the needs of learners with disabilities. The research explores the strategies and practices employed to make teaching and learning more inclusive and accessible for learners with disabilities and discusses educators’ perspectives and attitudes on the affordances and constraints of educational games for learners with disabilities. From a theoretical point of view, our study is based on the social model of disability. A qualitative, comparative research methodology was employed to gather and analyse data from educators in Bulgaria and Cyprus. A total of 61 in-depth, semi-structured interviews were conducted with teaching staff and other specialists across all levels of education, covering both general and special education schools, and universities. The key findings following thematic analysis include: a common systemic framework highlighting the interactions between the school, teachers, and parents, the diversity in the strategies and educational procedures employed in teach country; skills gaps and training needs for educators; more proactive approach to using educational games by special educators compared to general education; and constraints stemming from strict curricula, regulatory policies, and technological challenges. The paper identifies key aspects that need to be considered for leveraging GBL towards more inclusive educational practices for learners with special educational needs.

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DEVELOPMENT OF ”SERIOUS GAMES” FOR MILITARY TRAINING AND EDUCATION PURPOSES – TECHNOLOGICAL CHALLENGES, SOLUTIONS AND GOOD PRACTICES

Author(s): Alexander Yordanov,Mario MARINOV / Language(s): English Issue: 01/2023

Digital products have become an indispensable component of the function of modern society, where they fulfil a diverse set of roles across numerous systemic elements. In the following paper the role of “serious games” is examined in the sphere of military education and training. Specifically, the paper analyses the technological requirements in terms of hardware, software and game design, which coalesce into a successful product. Moreover, the paper provides for the requirements of modern military-oriented “serious games” through the juxtaposition of technology in the current state of development over the capabilities afforded in preceding decades. The paper provides key examples of software, hardware and design solutions, as well as practical examples of commercial and military products, which form the basis of viable and effective approaches for manifesting results in terms of the product requirements of effective digital education and training in the military field.

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360° VR SPACES IN TEACHING: CREATION AND APPLICATION

Author(s): Heinrich Söbke,Florian Wehking,Mario Wolf,Eckhard Kraft / Language(s): English Issue: 01/2023

In recent years, 360° technology has provided a means of conducting highly authentic virtual field trips. With the help of 360° cameras, panoramic images that allow viewing in all directions are captured, then assembled into spaces using software, and finally didactically enhanced by text, graphic, video and auditory annotations. The resulting educational 360° VR spaces have proven to be very effective in teaching due to their clarity and authenticity. Accordingly, in this article we report our experiences how such spaces could be developed with limited resources by individual instructors and could also be used in teaching with low effort but considerable learning outcomes.

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USING COMPUTATIONAL THINKING TO STRENGHTEN SOCIAL-EMOTIONAL LEARNING IN EDUCATION

Author(s): Anișoara Dumitrache,Dana Florentina Manolache,Cigdem Sahin Taskin,Çavuş ŞAHİN,İlke Evin Gencel,Miltos Sakellariou,Magdalena Zadworna-Cieślak,Karolina Kossakowska,Arleta Suwalska,Adelinda Candeias,Adriana Felix / Language(s): English Issue: 01/2023

This study examines the need for a social-emotional learning program that integrates computational thinking skills to enhance primary school students' social-emotional learning. Firstly, it explores the current status and development of social-emotional learning in education, as well as the challenges faced in promoting SEL. Additionally, the study investigates the potential of computational thinking to support social-emotional learning. Based on this exploration, the study introduces the COMPUSEL project, which aims to integrate social-emotional development with computational thinking to improve problem-solving skills and deepen students' understanding of their own emotions and those of others. As part of this project, the study will produce innovative curriculum materials for social-emotional learning that incorporate computational thinking skills, including training materials such as creative digital stories and a teacher handbook to support their professional development.

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THE ROLE OF DIGITAL MATERIALS IN PRESCHOOL EDUCATION

Author(s): Helena Maria Sabo / Language(s): English Issue: 02/2022

The use of digital materials for instruction in preschool education is a phenomenon that has been increasingly encountered in the last year due to the pandemic context. The transformations of society force the kindergarten to react if it wants to prepare the little ones in accordance with the requirements of a modern society that focuses on technology, to take into account the rapid evolution in the field of new teaching-learning methods. According to specialized studies, the child's first years of life play an important role in his cognitive, social, and emotional development. The present research took place at the Kindergarten of the Cluj-Napoca University, in the middle group, called "Buburuze", between September 2021 and January 2022, taking into account the rapid evolution in the field of new teaching-learning methods. The use of digital materials in the instructional-educational process leads to the child's cognitive development and the formation of digital skills. The use of digital materials made it possible to continue the instructive-educational activities even during the period when the face-to-face activities were suspended, representing an alternative variant of teaching-learning assessment

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USING INTERACTIVE E-TEXTBOOK TOOLS

Author(s): Zlatica Jursová Zacharová / Language(s): English Issue: 01/2023

Young people often prefer short video presentations and practical demonstrations instead of reading long texts. On the other hand, university textbooks contain long and demanding text similar to scientific monographs, which can discourage many students from studying in depth. This paper presents an analysis of the use of an electronic interactive textbook in developmental psychology over a year and a half of its use. It quantifies the extent to which readers of this textbook in the online space take advantage of the various learning opportunities offered by the textbook. The textbook contains 66 links (for the print version of QR codes) leading to linked videos and supplementary literature, colorful excerpts of content (theoretical, applied, case examples, reflection questions, research findings as well as test questions). In the empirical part, we observe the use of the options provided by the textbook, the frequency of links to additional text or video content, the rate of use of online knowledge tests. 129 first-year undergraduate students evaluated the use of an online interactive textbook and its ability to provide enhanced learning opportunities. The paper analyses the needs and expectations of young people from the online textbook. The paper analyses young peoples needs and expectations of the online textbook is part of the research grant KEGA 035UK-4/2022 Psychological education for non-psychologist professions: methodological and content support.

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Poučavanje robotike u primarnom obrazovanju kao način za promicanje različitosti i održanje mentalnog zdravlja djece

Author(s): Darko Suman,Vladimir Pleština,Damir Purković / Language(s): Croatian Issue: 2/2024

The article discusses the importance of learning and teaching automation and robotics for the development of children and adolescents and criticises the generalised understanding of the importance of this field only in the context of teaching programming, the needs of society or in the context of talent selection. The multidisciplinary nature of this field is emphasised as a basis for promoting student diversity. In this sense, the developmental limits and possibilities of primary school students are presented, as well as possible learning and teaching approaches and motivating and demotivating elements of such approaches. Integrated teaching is highlighted as a solution that offers different "brains" the opportunity to discover their own preferences and realise themselves. In this way, the "clash of differences" encourages collaboration, develops communication skills and leads to acceptance of diversity. The paper concludes that inclusive robotics education is more than the acquisition of skills in programming, maths or engineering, it is an opportunity for a more successful development of 21st century skills. It is also an opportunity to learn "unattractive" content in an attractive way and to contribute to students' mental health by demystifying technology and moving away from the usual (consumer) use of technology. At the same time, the activities on the challenges students face develop their mental mechanisms by stimulating their curiosity, provoking discoveries and developing critical thinking - a departure from the conformist attitude of today's young generations.

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CHAT GPT IN THE CLASSROOM: FRIEND OR FOE?

Author(s): Simona Mazilu,Fabiola Popa / Language(s): English Issue: 01/2023

The paper is concerned with the upsides and the downsides of using Chat GPT as an elearning tool at the English for Professional Communication seminar we teach at Politehnica University of Bucharest. We aim at showing that the integration of such an AI technology into the language teaching and learning process needs to occur within some ethical boundaries that teachers and students should set together after carefully analysing the positive and the negative aspects of using the application. Therefore, some legitimate questions arise: How should the AI generated texts for different assignments be seen, as the students’ production or as an instance of plagiarism?, How much should students rely on the truthfulness of the output? or What is the impact of interacting with Chat GPT on the students’ face-to-face communication skills? We uphold that both teachers and students should build on their ethical awareness of the technology facets and act responsibly, prioritizing the human authenticity over the humanlike learning machine capacity. Drawing on our classroom experience with Chat GPT, we will provide some examples of activities in which the software may be employed, and we will point out its strengths as well as its limitations. We will conclude with Chat GPT's own perspective on its role in the classroom as a teacher's collaborator.

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IMPLICATIONS OF ONLINE LEARNING ON STUDENT’S MOTIVATION

Author(s): Ana Maria Neagu Trocmaer,Bujor Pavaloiu,Liviu Mihai MATEESCU / Language(s): English Issue: 01/2023

The 2020 Covid-19 Pandemic impacted the world in many ways, and higher education institutions were forced to move from the traditional onsite learning to online environments. The challenge affected both actors: professors and students as well. The pandemics slowed down, but the experience and results of such forced educational paradigm left some unanswered questions. This forced attempt produced stress, anxiety, social isolation for professors and students as well. Besides those challenges we take into consideration other psychological and educational performance factors like cognitive ability, productivity, motivation and engagement. The abrupt transition to online learning required universities to maintain student engagement and even now some HEI’s are testing the hybrid educational system. The present paper addresses challenging ideas like investigating students’ encouragement, motivations, ambitions, new learning habits and self-discipline. The methodology proposed consists of a Motivated Strategies for Learning Questionnaire (MSLQ), a tool used for assessing students’ motivational orientations and use of different learning strategies for their courses. The methodology used will provide important insights into challenges of the eLearning environments, problems, and solutions, and a good overview of what needs to be corrected. Motivation is very important since it is the driver of any educational process, economic decision, career planning and individual development. Data reliability will be computed, and results obtained provide a good insight on students’ motivation in the online environment. The subject of the present paper provides valuable insights to major psychological and social faced by students and acknowledged by teachers during the exclusively online education period. Also the research proposed addresses a somehow classical education system, the Romanian system, faced with the challenge of new technologies and new pedagogical approaches.

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