What influences students' and teachers' attitudes toward the digital environment?

Contents:

• How attitudes toward the digital environment were measured
• What influences students' attitudes toward the digital environment
• What determines teachers' attitudes toward the digital environment
• What pros and cons do teachers see in the digital educational environment

How Attitudes to the Digital Environment Were Measured

Maria Odintsova noted that in the context of digitalization of education, traditional teaching methods are losing their relevance. A lack of digital competencies among both students and teachers often leads to a decline in the quality of education. Furthermore, students who show resistance to new technologies experience decreased academic motivation. It is important to develop digital skills in all participants in the educational process to ensure effective and high-quality learning in today's environment.

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Increasing motivation for learning: how teaching style affects motivation

Teaching style plays a key role in shaping student motivation. Effective teaching methods not only promote learning but also increase interest in the subjects being studied. Using active and interactive approaches, such as project-based learning, group discussions, and hands-on assignments, creates a favorable atmosphere for developing interest in learning.

Teachers who use a variety of teaching styles can help students better understand the material and see its practical application in real life. This, in turn, contributes to increased intrinsic motivation and a desire for knowledge. It is also important to consider the individual characteristics of students, which allows for the adaptation of approaches and methods, making learning more personalized and effective.

Furthermore, creating a positive and supportive learning environment where students feel comfortable and confident helps increase their motivation. Feedback from the teacher, encouraging initiative and active participation in the learning process play an important role in this. Ultimately, integrating different teaching styles and focusing on student needs can significantly increase their motivation to learn and improve learning outcomes.

To reduce the negative consequences of digitalization and enhance its positive aspects, the expert emphasizes the importance of using psychodiagnostic tools. These tools will help assess a person's interaction with the digital environment and contribute to its improvement. Effective assessment allows not only to identify problems but also to develop strategies for optimizing interaction with digital technologies, which will ultimately lead to a more harmonious and productive use of digital resources.

The study raises an important question about human interaction with the digital educational environment (DEE). In Russian science, the concept of attitude was deeply developed by the Soviet psychiatrist Vladimir Myasishchev. He defined attitude as "a holistic system of individual, selective, and conscious connections of the individual with various aspects of objective reality." This understanding of attitudes is especially relevant in the context of modern technologies and their impact on educational processes, emphasizing the importance of a conscious approach to the use of digital resources in learning.

Maria Odintsova reported that a model of the Digital Educational System was developed at MSUPE based on Vladimir Myasishchev's concept. This model includes four key components that shape attitudes toward data processing centers.

• Psychological characteristics of an individual, character traits that influence attitudes toward the Digital Educational System.
• Self-regulation and self-activation of activity in the Digital Educational System.
• Emotional and cognitive component — experiences that arise during activity in the Digital Educational System.
• Digital Educational System competencies — knowledge, abilities, skills, and experience working in a digital environment.

This structure contributed to the selection of effective tools for diagnosing a person's attitude toward the digital environment. These tools were applied in a further study for a more in-depth analysis.

What influences students' attitudes toward the digital environment

The study, conducted among students, involved 1,582 students from various higher education institutions in Russia (1,059 participants) and Belarus (523 participants). The sample of respondents included 1,325 girls (84%) and 257 boys (16%). This study provides valuable information about the opinions and preferences of young people in the two countries, which may be useful for further analysis of educational trends and social aspects of student life.

Participants were asked to complete several anonymous surveys on Google Forms, each measuring different aspects of their attitudes toward the digital environment. To identify personality traits, the researchers used the Five-Factor Questionnaire. It includes traits such as extroversion/introversion, agreeableness, conscientiousness, neuroticism (which manifests itself in increased anxiety and low self-esteem), and openness to new experiences. These components provide a deeper understanding of how personal qualities influence behavior in the digital space.

To assess attitudes toward the digital educational environment (DEE), the researchers developed the "University DEE Assessment Scale," which includes six key indicators. These indicators cover satisfaction with the learning process, satisfaction with communication, stress level, need for support, use of dishonest strategies in knowledge assessment, and accessibility of the digital educational environment. By summing the scores for each of these indicators, an overall score is formed. A higher score indicates a positive attitude towards the digital environment of the university.

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Psychological factors play a key role in the effectiveness of online learning. They influence student motivation, engagement, and learning. Self-efficacy, the student's belief in their ability to learn, is an important factor. High levels of self-efficacy promote active participation in classes and the desire to achieve goals. Emotional state also has a significant impact on the learning process. Students experiencing stress or anxiety may have difficulty concentrating and absorbing information. Creating a comfortable and supportive learning environment helps reduce these negative emotions and improve overall productivity. Furthermore, social interaction is essential in online learning. Support from instructors and peers can increase motivation and engagement. Effective communication and interaction tools help create a community in which students feel part of a group, which has a positive impact on their learning. Thus, understanding and considering psychological factors are essential for improving the effectiveness of online learning. Developing strategies to support students in these areas can significantly improve their learning outcomes.

To determine the characteristics that most significantly influence attitudes towards Customer Service Centers (CSCs), the researchers divided respondents into three groups. This allowed for a more accurate analysis of various aspects of CSC perception and identification of key factors shaping user attitudes. This approach contributes to a deeper understanding of customer preferences and expectations, which, in turn, helps optimize the work of Customer Service Centers and increase their effectiveness.

• those who have a very positive attitude towards CSCs and accept it ("enthusiasts");
• those who have a negative attitude towards CSCs ("skeptics");
• those who have a neutral attitude towards CSCs.

The groups that demonstrated a neutral attitude were excluded from further analysis. This decision is due to the fact that it is the characteristics of "enthusiasts" and "skeptics" that can most clearly reveal the factors influencing positive or negative perceptions of the digital environment. An analysis of these two groups will provide a deeper understanding of how different opinions shape attitudes toward technology and the online space.

Research shows that emotions are key factors influencing students' learning processes. The most important of these are a feeling of emptiness, which is associated with a lack of meaning and content in educational activities, and a sense of enjoyment from the learning process. These emotional aspects play a significant role in shaping students' learning motivation and overall satisfaction.

The data show that factors of enjoyment and student emotional state influence the perception of the digital educational environment. An increase in the level of enjoyment experienced by the student contributes to a positive attitude toward the Center of Educational Systems (CES). Conversely, an increasing feeling of emptiness and discomfort negatively impacts the perception of the digital learning environment. This relationship emphasizes the importance of creating a comfortable and engaging educational atmosphere in the online space to enhance the effectiveness of the learning process.

An important indicator in the educational process is the effort that the student exerts in the Center of Educational Systems (CES). If a student has to expend significant effort on learning, this can lead to a negative perception of the learning environment. Self-regulation, which includes the ability to model conditions for achieving goals, plan one's actions, demonstrate persistence, and adequately evaluate one's performance, has a lesser impact on the process. Effective management of these aspects can significantly improve the learning process and increase student satisfaction.

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Self-regulated learning is a process in which students take responsibility for their learning by setting goals, choosing strategies, and evaluating their achievements. This concept plays a key role in both EdTech and educational institutions. In a rapidly changing world where information is accessible anytime and anywhere, it's essential for students to develop self-regulation skills.

In EdTech, self-regulated learning is the foundation for developing interactive platforms that help students tailor the educational process to their needs. Technologies such as adaptive learning and data analytics allow students to monitor their progress and adjust their learning methods. This, in turn, increases student engagement and motivation.

In universities, self-regulated learning fosters independent and critically thinking professionals. Student-centered learning helps develop the skills needed for career success. In addition, such approaches contribute to improving the quality of education and increasing the competitiveness of graduates in the labor market.

Thus, self-regulated learning is an important aspect for both educational technologies and higher education institutions, ensuring effective, personalized and targeted learning.

The study did not reveal a significant influence of personality traits on students' perceptions of learning in the digital environment. This suggests that factors related to individual characteristics do not play a decisive role in shaping the educational experience in online formats.

What determines teachers' attitudes towards the digital environment

In this research, a similar methodology was applied to teachers. The sample included 308 participants from various Russian universities that integrate elements of digital educational systems (DES) into their teaching practice. Such elements include e-courses, content libraries, webinar platforms and testing tools. Respondents ranged in age from 23 to 77, providing a diverse range of opinions and experiences with modern educational technologies.

During the survey, respondents were asked to evaluate whether learning at the Online Learning Center (OLC) is more effective than traditional in-person learning. Only 16 participants, or 5.2%, chose the option "better." Almost half of respondents, 143 people (46.8%), noted that the digital learning format is less effective than the traditional one. At the same time, 149 respondents (48.4%) are confident that the OLC is not inferior to or superior to in-person learning.

The majority of respondents, namely 81%, support the idea of ​​blended learning, which includes both in-person classes and the use of digital resources. The complete transition to distance learning was assessed negatively by 78% of survey participants, who believe that it will negatively affect the quality of the educational process.

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Blended learning, or blended learning, is a methodology that combines traditional learning with online formats. This learning model leverages the benefits of both offline and digital technologies, providing a more flexible and personalized approach to the learning process. Blended learning improves material acquisition and increases student motivation, as they can independently manage their time and pace of study. As a result, blended learning is becoming increasingly popular in educational institutions and corporate training, offering effective solutions for achieving learning goals.

Respondents were divided into "skeptics" and "enthusiasts" using the "University Digital Social Performance Assessment Scale." They were then asked to complete the same questionnaires that were administered to students. This allowed them to identify personality traits, assess self-regulation criteria, and examine emotional and cognitive aspects. This approach facilitates a more in-depth analysis of differences between groups and facilitates further research into individual characteristics. For teachers, emotional experiences are key in the digital environment. However, unlike students, enjoyment is not as significant for them. A sense of meaning in their work is important to them. They also experience negative feelings about the digital environment, which requires significant effort and adaptation. These aspects impact their professional performance and can reduce motivation.

Self-regulation characteristics, such as goal setting and independence, influence teachers' attitudes toward educational standards centers (ESCs). Interestingly, personality traits such as openness to new experiences and friendliness also stand out as important factors. These aspects can significantly influence the effectiveness of teachers' interactions with ESCs and their willingness to implement new educational approaches.

According to Natalia Radchikova, the more teachers recognize the significance of their work, the more open they are to new experiences, and the more friendly they are, the more effectively they perceive the digital educational environment. This underscores the importance of emotional intelligence and a willingness to adapt to change in the learning process in a digitalized world. Teachers who see value in their actions and strive for development are better able to adapt to new technologies and teaching methods.

What pros and cons do teachers see in the digital educational environment?

A study of teachers' attitudes toward open education centers (OECs) was conducted based on a sample of 150 teachers from Russian universities. Participants, whose ages ranged from 25 to 78 years old, were divided into two groups. One included 110 teachers with experience developing e-courses and teaching in OECs, while 40 participants had no experience working in a digital environment. The study results provide valuable data on teachers' perceptions and readiness to implement new technologies in the educational process.

Teachers were surveyed about the benefits of the digital environment for students and themselves. The most frequently mentioned were access to educational materials at any time, individualization, and flexibility of the educational process. Faculty noted that digital technologies enable students to effectively organize independent work and contribute to the development of their self-management skills. Furthermore, the creation of tests and other assessment tools has improved, significantly facilitating the learning process. Respondents noted the shortcomings of the Online Education Center (OEC) for both students and faculty. The most frequently cited issues include technical failures and difficulties with online courses, lack of personal contact between faculty and students, student difficulties in organizing the learning process, a lack of digital skills among faculty, and a lack of technical support within the OEC. These aspects require attention to improve the quality of online education and enhance interaction between participants in the learning process. The study found that faculty, regardless of their experience working in a digital environment, had similar perceptions of its advantages and disadvantages. However, experienced users were less concerned about technical failures and a lack of technical support, while less experienced teachers perceived these aspects as significant problems. This difference in perception may indicate a need for increased training and support for less experienced faculty in digital learning environments.

Respondents were asked to complete the "University Digital Operating System Assessment Scale." Analysis revealed no differences between the "enthusiasts" and "skeptics" groups in terms of age, length of service, and academic degree. However, experience with digital operating systems (DOS) proved to be a significant factor. Among experienced users, 62% were "enthusiasts," compared to only 23% of those with no experience in a digital environment. This difference is understandable and underscores the importance of practical experience in perceiving and assessing digital operating systems.

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