Poppe Ida, Kjekshus Lars Erik
Department of Sociology and Human Geography, Faculty of Social Sciences, University of Oslo, Moltke Moesvei 31, P.O. Box 1096, 0317 Blindern, Oslo, Norway.
Curr Psychol. 2022 Jul 15:1-12. doi: 10.1007/s12144-022-03407-1.
The COVID-19 pandemic resulted in a total digital disruption of all activities at universities. New digital tools and arenas replaced the daily physical interactions between students and professors. How did this affect motivation and learning outcomes? This article uses the pandemic as a prism to understand how and why social relations and interaction are important in the educational system. Data were obtained from 26 informants in two case studies (study programs). A total of 12 in-depth interviews with employees and 4 group interviews with 14 students were performed at Oslo University during the pandemic (2020-2021). We explore an alternative understanding of social ties in relation to the educational process and the importance of social interaction in sensemaking and self-determination theory concepts. As digital disruption creates a social disconnect for most actors, it becomes prevalent that social activity, both formal and informal, seems to be an important source of motivation for both students and faculty members at the university. We introduce the concept of socially induced motivation as an important aspect of learning. The tendencies in the informants' accounts of the social interaction are perceived in this context as sensemaking the university as an organization and how it solves its missions and assignments. Socially induced motivation is an important concept, both in relation to in general and specifically to work in higher education. Our study shows why universities should strive to facilitate socially induced motivation in the future.
新冠疫情导致大学的所有活动全面数字化中断。新的数字工具和平台取代了学生与教授之间日常的面对面互动。这对学习动机和学习成果产生了怎样的影响？本文以疫情为视角，来理解社会关系和互动在教育系统中为何重要以及如何重要。数据来自两个案例研究（学习项目）中的26名受访者。在疫情期间（2020 - 2021年），于奥斯陆大学对员工进行了12次深度访谈，并对14名学生进行了4次小组访谈。我们探讨了关于教育过程中社会关系的另一种理解，以及社会互动在意义建构和自我决定理论概念中的重要性。由于数字中断给大多数参与者造成了社会脱节，正式和非正式的社会活动似乎成为大学中学生和教职员工学习动机的重要来源，这一点变得很普遍。我们引入社会诱导动机这一概念，将其作为学习的一个重要方面。在这种背景下，受访者关于社会互动的描述倾向被视为对大学作为一个组织的理解，以及它如何完成其使命和任务。社会诱导动机是一个重要概念，不仅在总体上如此，在高等教育工作中尤其如此。我们的研究表明了大学未来为何应努力促进社会诱导动机。
