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A research has been conducted at the faculty of distance education and various faculties at the Moscow State university of Psychology and Education and 276 participants were participated in the study. The results of our study indicate most of the students believe that distance education technology has great influence in developing their various personality traits.

According to the students surveyed, distance education has significant influence in the planning process of their distance learning, the organization of independent work skills to work with the learning materials (classification, analysis, synthesis, and the order of the discipline) , the ability to formulate thoughts in writing , the development of learning activities, creative thinking , etc [5]. In he following paragraph, findings from our research are presented briefly.

Following conclusions can be drawn based on the comparative study of full- time and distance students on the level of self-actualization, locus of control and self-regulation: Full-time and distance learners exhibit higher than the average indicator in all scales of self-actualization test. However, distance learners show higher performance in 12 scales (p 0,05; p 0,01 and p 0,001 ) from 14 than full time students. In addition, for both groups most prominent indicators are self-esteem and self-actualization value.

Surprisingly, a very important scale in the self-actualization test is ” time orientation” in which distance learners outperforms full time learners and interestingly for full time students it is in the last place and for distance learners it is in the third place when all scales are ranked. This indicates that full-time students cannot see the future prospects in their profession because of the difficult socio- economic changes in society but most of the distance learners have work experience and real life orientation.

Distance learners show higher level of locus of control compare to full-time dents (p 0,05). Consequently, most of the distance learners believe that the most important events in their lives were the result of their own actions and they can control them and, therefore, take responsibility for their life in general. Most likely, this can be explained because of distance education technologies that are firmly based on individualized learning system, which promotes learner autonomy.

In other words, distance learners have to work independently and manage their personal, professional and educational life simultaneously from the very beginning of the course, which ultimately help n building self-esteem and self-confidence. Distance education technology (DIET) allows learners to develop various personal and professional skills and more specifically DIET promotes personalized and independent learning models for each student to complete the course successfully and develop sense of self-responsibility.

No significant difference is found between self- regulation behavior between distance and full-time students. The level of self- regulation has a greater influence on self-actualization and locus of control to the distance learners compare to the full-time students. On the basis of the correlation analysis with the constellations were able to identify that as full- time students and distance learners have the greatest number of correlations on the scale ” Flexibility ” (7 – all positive) , ” Self esteem ” (5 – all positive ) , “Internally “(4 – all negative ) and ” internally in achievement “(4 – positive ) [3].

The high level of flexibility means students are able to reconstruct their plans and programs and able to quickly assess the changing situations and redevelop action plan according to the changing circumstances. In the event f disagreement with the results obtained in a timely manner can be adopted to evaluate the real fact of the error and make an appropriate correction in their actions. The flexibility of regulatory mechanisms allows adequately responding to the changing Eng situations and successful Ill solving the intended problem under risk.

This level of flexibility is possible, if the student is relatively independent in their actions, aims to guide their life according to their own aims, beliefs, attitudes and principles. We can assume that the more a person shares the values inherent in self-actualization person, appreciates his/her merit , positive traits , respect himself/herself, accept them self as they are regardless of the assessment of their strengths and weaknesses, the higher flexibility in behavior, including learning activities.

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