Email this article The influence of cognitive and motivational factors on the effectiveness of online learning using the 4C/ID model
- Authors: Bazhenova A.P1
-
Affiliations:
- Federal State University of Education
- Issue: Vol 6, No 7 (2025)
- Pages: 260-265
- Section: ARTICLES
- URL: https://journals.rcsi.science/2712-9950/article/view/375278
- ID: 375278
Cite item
Abstract
this article is devoted to the study of the influence of prior knowledge and motivational characteristics of students on the effectiveness of online learning based on the 4C/ID model. This model of pedagogical design promotes adaptive learning, allowing students to take greater responsibility for their educational process. The article examines the relationship between students' prior knowledge and their ability to cope with learning tasks, as well as motivational factors that also affect learning outcomes. The data obtained show that the use of the 4C/ID model in online learning contributes to improving student academic performance and the quality of their interaction with educational materials. There is a significant relationship between students' self-efficacy and their success in solving learning tasks. The article emphasizes that adaptive approaches to online learning based on the individual characteristics of students can significantly improve their learning outcomes, and therefore, the need for further research in this area is urgent. In conclusion, 4C/ID model can be effectively used in teaching foreign languages and promotes the personal growth and academic performance of students.
About the authors
A. P Bazhenova
Federal State University of EducationReferences
- Баженова А.П., Кутинова Е.В. Разработка курса методики преподавания иностранного языка по модели 4C/ID в высшей школе // Актуальные проблемы филологии и методики преподавания иностранных языков. 2025. № 19 (1). С. 49 – 55.
- Другова Е.А., Ваниев А.И. Проектирование обучения с применением четырехкомпонентной модели педагогического дизайна (4C/ID) в высшем образовании: обзор исследований // Вестник РУДН. Серия: Психология и педагогика. 2023. Т. 20. № 4. С. 747 – 771.
- Лелюх А.Б., Федорова Е.Н. Проектирование гибридных образовательных программ с использованием модели 4C/ID // Образование и качество жизни. 2023. № 3 (33). С. 13 – 21.
- Седельникова Е.Б., Коренкова С.И., Игнатова И.В. Разработка электива по модели проблемно ориентированного обучения 4C/ID // Экономическая безопасность страны, регионов, организаций различных видов деятельности: материалы Четвертого Всероссийского форума в Тюмени по экономической безопасности. 2023. С. 511 – 517.
- Greene J.A., Azevedo R. A Theoretical Review of Winne and Hadwin’s Model of Self-Regulated Learning: New Perspectives and Directions // Review of Educational Research. 2007. No. 77. P. 334 – 372.
- Jeong H., Hmelo-Silver C.E. Productive use of learning resources in an online problem-based learning environment // Computers in Human Behavior. 2010. No. 26 (1). P. 84 – 99.
- Liem A.D., Lau S., Nie Y. The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome // Contemporary Educational Psychology. 2008. No. 33 (4). P. 486 – 512.
- Lyz’ N.A., Golubeva E.V., Istratova O.N. Students’ Educational Experience: The Conceptualization and Development of a Tool for the Assessment of Education Quality // Voprosy Obrazovaniya. Educational Studies Moscow. 2022. No. 3. URL: https://vo.hse.ru/article/view/16123/15826 (date of access: 10.05.2025).
- Song H.S., Kalet A.L., Plass J.L. Interplay of prior knowledge, self-regulation and motivation in complex multimedia learning environments // Journal of Computer Assisted Learning. 2016. No. 32 (1). P. 31 – 50.
- Taub M., Azevedo R., Bouchet F., Khosravifar B. Can the use of cognitive and metacognitive self-regulated learning strategies be predicted by learners’ levels of prior knowledge in hypermedia-learning environments? // Computers in Human Behavior. 2014. No. 39. P. 356 – 367.
- Van Seters J.R., Ossevoort M.A., Tramper J., Goedhart M.J. The influence of student characteristics on the use of adaptive e-learning material // Computers and Education. 2012. No. 58 (3). P. 942 – 952.
- Wigfield A., Eccles J.S. The Development of Competence Beliefs, Expectancies for Success and Achievement Values from Childhood through Adolescence // Development of Achievement Motivation / edited by A. Wigfield, J.S. Eccles. London: Academic Press, 2002. P. 91 – 120.
Supplementary files
