The Attitude of Russian University Teachers Towards the Digital Educational Environment

Cover Page

Cite item

Full Text

Abstract

The attitude of teachers towards the digital educational environment (DEE) and the use of information technologies in teaching largely determines the attitude of students towards the educational process, the effectiveness of learning and emotional involvement in learning. Therefore, the purpose of this work was to analyze the attitude of university teachers towards the DEE and distance learning opportunities, as well as to determine the psychological components of the acceptance of new information technologies. The survey involved 308 teachers (females - 71%) aged 23 to 77 (average age = 46 ± 11 years) from various universities of the Russian Federation. In addition to measuring the attitudes towards learning in the DEE (AUDEE Scale Questionnaire), the authors analyzed the personality traits (Big Five Inventory - 2), self-regulation resources and activity-related experiences in teaching (AREA). The results showed that the majority of the respondents were familiar with and use various elements of the DEE; 81% expressed a desire to move to blended learning as a combination of DEE resources and face-to-face classes. The main psychological prerequisites for the acceptance of the DEE are experiences in professional activity: the stronger the experience of meaning and the weaker the experiences of effort and void, the more positive attitude towards work in the digital environment a teacher has. Other key elements are various aspects of self-regulation (goal planning and independence) and personality traits such as openness to experience and agreeableness.

About the authors

Nataly P. Radchikova

Moscow State University of Psychology & Education; Institute of Theoretical and Experimental Biophysics, Russian Academy of Sciences

Author for correspondence.
Email: nataly.radchikova@gmail.com
ORCID iD: 0000-0002-5139-8288
SPIN-code: 8959-2330

Ph.D. (Psychol.), Leading Researcher, Scientific and Practical Center for Comprehensive Support of Psychological Research “PsyDATA”, Moscow State University of Psychology & Education ; Chief Specialist, Laboratory of Biophysics of Excitable Media, Institute of Theoretical and Experimental Biophysics, Russian Academy of Sciences

29 Sretenka St, Moscow, 127051, Russian Federation; 3 Institutskaya St, Pushchino, 142290, Russian Federation

Maria A. Odintsova

Moscow State University of Psychology & Education

Email: mari505@mail.ru
ORCID iD: 0000-0003-3106-4616
SPIN-code: 5913-2891

Ph.D (Psychol.), Professor, Chair of Psychology and Pedagogy of Distance Learning, Head of the Chair of Psychology and Pedagogy of Distance Learning

29 Sretenka St, Moscow, 127051, Russian Federation

Marina G. Sorokova

Moscow State University of Psychology & Education

Email: sorokovamg@mgppu.ru
ORCID iD: 0000-0002-1000-6487
SPIN-code: 3401-4016

Ph.D. (Physics and Mathematics), Dr.Sci. (Ped.), Head of Scientific and Practical Center for Comprehensive Support of Psychological Research PsyDATA, Professor, Chair of Applied Mathematics, Faculty of Information Technology

29 Sretenka St, Moscow, 127051, Russian Federation

References

  1. Abramov, R.N., Gruzdev, I.A., Zakharova, U.S., & Terentev E.A. (2021). Professional autonomy and administrative control during the pandemic digitalization: The perspective of university teachers. Monitoring of Public Opinion: Economic and Social Changes, (3), 134–154. (In Russ.) https://doi.org/10.14515/monitoring.2021.3.1985
  2. Abunamous, M., Boudouaia, A., Jebril, M., Diafi, S., & Zreik, M. (2022). The decay of traditional education: A case study under COVID-19. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2082116
  3. Bodrov, V.A., & Orlov, V.Ya. (1998). Psychology and reliability: Human-being in the control of the systems of equipment. Moscow: Institute of Psychology of RAS. (In Russ.)
  4. Buhl-Wiggers, J., Kjærgaard, A., & Munk, K. (2023). A scoping review of experimental evidence on face-to-face components of blended learning in higher education. Studies in Higher Education, 48(1), 151–173. https://doi.org/10.1080/03075079.2022.2123911
  5. Burganova, L.A., & Yurieva, O.V. (2021) The preparedness of university teachers to work in a digital educational environment: A competence-based approach. The Review of Economy, the Law and Sociology. Sociology, (2), 67–72. (In Russ.)
  6. Castro, G.M., Taala, W., Jefferson, G., Rosales, N., de Sagun, R., Cordero, R., Ciriaco, R., & Javines, R. Nursing educators’ and students’ perspectives regarding online learning during the pandemic in Saudi Arabia (2022). Nursing: Research and Reviews, 12, 77–84. https://doi.org/10.2147/NRR.S358689
  7. Emelogu, N., Nwafor, C., Chigbu, G., Okoyeukwu, N., & Eze K. (2022). Awareness, proficiency and challenges in the use of emerging technologies by ESL university lecturers in the post COVID-19 era. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2084962
  8. Hampel, N., Sassenberg, K., Scholl, A., & Ditrich, L. (2023). Enactive mastery experience improves attitudes towards digital technology via self-efficacy – a pre-registered quasi-experiment. Behaviour & Information Technology. https://doi.org/10.1080/0144929X.2022.2162436
  9. Holmberg, B. (1995). The evolution of the character and practice of distance education. Open Learning: The Journal of Open, Distance and e-Learning, 10(2), 47–53. https://doi.org/10.1080/0268051950100207
  10. Kalugin A.Yu., Shchebetenko S.A., Mishkevich A.M., Soto C.J., & John O.P. (2021). Psychometric properties of the Russian Version of the BIG FIVE INVENTORY ‒ 2. Psychology. Journal of the Higher School of Economics, 18(1), 7–33. (In Russ.) https://doi.org/10.17323/1813-8918-2021-1-7-33
  11. Khlaif, Z.N., Sanmugam, M., Joma, A.I., Odeh, A., & Barham, K. (2022). Factors influencing teacher’s technostress experienced in using emerging technology: A qualitative study. Technology, Knowledge and Learning, 28, 865–899. https://doi.org/10.1007/s10758-022-09607-9
  12. Khong, H., Celik, I., Le, T.T.T., Lai, T.T., Nguyen, A., & Bui, H. (2022). Examining teachers’ behavioural intention for online teaching after COVID-19 pandemic: A large-scale survey. Education and Information Technology, 28, 5999–6026. https://doi.org/10.1007/s10639-022-11417-6
  13. Kobzeva, N.M. (2013). The phenomenon of resistance to change: Essence, types and forms of manifestation. Proceedings of the Voronezh State University of Engineering Technologies, (4), 298‒303. (In Russ.)
  14. Leontiev, D.A. (2019). Psychology of meaning: Nature, structure and dynamics of meaning reality. Moscow: Smysl Publ. (In Russ.)
  15. Leontiev, D.A., Osin, E.N., Dosumova, S.Sh., Rzaeva, F.R., & Bobrov, V.V. (2018). Study-related experiences and their association with psychological well-being. Psychological Science and Education, 23(6), 55–66. (In Russ.) https://doi.org/10.17759/pse.2018230605
  16. Lindfors, M., Pettersson, F., & Olofsson, A.D. (2021) Conditions for professional digital competence: The teacher educators’ view. Education Inquiry, 12(4), 390‒409. https://doi.org/10.1080/20004508.2021.1890936
  17. Lomov, B.F. (1984). Methodological and theoretical problems of psychology. Мoscow: Nauka Publ. (In Russ.)
  18. Mensah, C., Azila-Gbettor, E., Nunyonameh, C., Appietu, M., & Amedome, S. (2023). Research methods anxiety, attitude, self-efficacy and academic effort: A social cognitive theory perspective. Cogent Psychology, 10(1). https://doi.org/10.1080/23311908.2023.2167503
  19. Morosanova, V.I., & Kondratjuk, N.G. (2020). Questionnaire of V.I. Morosanova “The Style of Self-Regulation of Behavior – SSRB2020”. Voprosy Psihologii = Questions of Psychology, 66(4), 155–167. (In Russ.)
  20. Murakami, K., Kondo, S., & Hong, J. (2022). Teachers’ ideological dilemmas during the pandemic at higher education institutions: A discursive psychological approach. Hu Arenas. https://doi.org/10.1007/s42087-022-00292-9
  21. Myasishchev, V.N. (1995). The psychology of relationship. Moscow: Institute of Practical Psychology; Voronezh: NPO “MOD EK” Publ.
  22. Novikova, I.A., Bychkova, P.A., Novikov, A.L., & Shlyakhta, D.A. (2022). Personality traits and academic motivation as predictors of attitudes towards digital educational technologies among Russian university students. RUDN Journal of Psychology and Pedagogics, 19(4), 689‒716. (In Russ.) https://doi.org/10.22363/2313-1683-2022-19-4-689-716
  23. Odintsova, M.A., & Radchikova, N.P. (2018). The development and standardization of personal self-activation inventory. Psychological Studies, 11(58), 12. (In Russ.)
  24. Osin, E.N., & Leontiev, D.A. (2017). Assessment of subjective experiences at work: Validation of an instrument. Organizational Psychology, 7(2), 30‒51. (In Russ.)
  25. Petrosyants, V.R.., Gridyaeva, L.N., & Khudyakova T.L. (2022) Assessment of the psychological safety of university educational environment by teachers in the context of the introduction of digital educational technologies. Proceedings of Voronezh State University. Series: Problems of Higher Education, (1), 67–71. (In Russ.)
  26. Pihlainen, K., Korjonen-Kuusipuro, K., & Kärnä, E. (2021) Perceived benefits from non-formal digital training sessions in later life: Views of older adult learners, peer tutors, and teachers. International Journal of Lifelong Education, 40(2), 155–169. https://doi.org/10.1080/02601370.2021.1919768
  27. Polovnev, A.V., Solovyov, S.S., & Dmitrieva, M.M. (2022). The attitudes of professors towards digitalization and using resources of digital educational environment (based on the research conducted at Moscow State Linguistic University). Vestnik of Moscow State Linguistic University. Social Sciences, (3), 83–92. (In Russ.) https://doi.org/10.52070/2500-347X_2022_3_848_83
  28. Pozas, M., Letzel, V., & Frohn, J. (2022). An empirical study exploring pre-service teachers’ profiles and their prospective ICT integration: Is it a matter of attitudes, self-efficacy, self-concept or concerns? Journal of Computer Education. https://doi.org/10.1007/s40692-022-00254-8
  29. Racat, M., & Lichy, J. (2022). Negative effects of distance learning accentuated by COVID-19 outbreak: A perspective of learners and teachers. Knowledge Management Research & Practice, 20(6), 935–946. https://doi.org/10.1080/14778238.2022.2075807
  30. Radaev, V.V. (2022) Transition to the online education in the content of pandemic: Initial outcomes. University Management: Practice and Analysis, 26(1), 6–17. (In Russ.) https://doi.org/10.15826/umpa.2022.01.001
  31. Radchikova, N.P., Odintsova, M.A., Sorokova, M.G., Kozyreva, N.V., & Lobanov, A.P. (2023). Psychological factors of students’ attitude to a digital educational environment (by the example of Russian and Belarusian Universities). Integration of Education, 27(1), 10‒20. (In Russ.) https://doi.org/10.15507/1991-9468.110.027.202301.010-010
  32. Radchikova, N.P., Sorokova, M.G., Odintsova, M.A., & Gusarova, E.S. (2021). The application of item response theory (IRT) for AUDEE Scale psychometric assessment. Digital Humanities and Technology in Education (DHTE 2021): Collection of Articles of the II All-Russian Scientific and Practical Conference with International Participation (pp. 557–570). Moscow: MSUPE Publ. (In Russ.)
  33. Rogozin D.M., Solodovnikova O.B., & Ipatova, A.A. (2022). How university teachers view the digital transformation of higher education. Educational Studies Moscow, (1), 271–300. (In Russ.) https://doi. org/10.17323/1814-9545-2022-1-271-300
  34. Sorokova, М.G., Odintsova, М.А., & Radchikova, N.P. (2021). Scale for assessing university digital educational environment (AUDEE Scale). Psychological Science and Education, 26(2), 52–65. (In Russ.) https://doi.org/10.17759/pse.2021260205
  35. Ssemugenyi, F., & Seje, N.T. (2021). A decade of unprecedented e-learning adoption and adaptation: COVID-19 revolutionizes teaching and learning at Papua New Guinea University of Technology (PNGUoT): ‘Is It a Wave of Change or a Mere Change in the Wave?’ Cogent Education, 8(1). https://doi.org/10.1080/2331186X.2021.1989997
  36. Stan, R. (2022). Personality traits, technology-related teaching skills, and coping mechanisms as antecedents of teachers’ job-related affective well-being and burnout in compulsory and higher education online teaching. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.792642
  37. Tawfik, A.A., Shepherd, C.E., Gatewood, J., & Gish-Lieberman, J.J. (2021). First and second order barriers to teaching in K-12 online learning. TechTrends, 65(6), 925–938. https://doi.org/10.1007/s11528-021-00648-y
  38. Treve, M. (2021). What COVID-19 has introduced into education: Challenges facing higher education institutions (HEIs). Higher Education Pedagogies, 6(1), 212–227. https://doi.org/10.1080/23752696.2021.1951616
  39. Wu, M.-J., Zhao, K., & Fils-Aim, F. (2022) Response rates of online surveys in published research: A meta-analysis. Computers in Human Behavior Reports, 7. https://doi.org/10.1016/j.chbr.2022.100206
  40. Xie, K., Nelson, M.J., Cheng, Sh.-L., & Jiang, Z. (2021). Examining changes in teachers’ perceptions of external and internal barriers in their integration of educational digital resources in K-12 classrooms. Journal of Research on Technology in Education, 55(2), 281‒306. https://doi.org/10.1080/15391523.2021.1951404

Copyright (c) 2023 Radchikova N.P., Odintsova M.A., Sorokova M.G.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

This website uses cookies

You consent to our cookies if you continue to use our website.

About Cookies