MOTIVATION BEHIND THE PREFERENCE FOR DISTANCE EDUCATION IN HIGHER EDUCATION STUDENTS

Aim. The aim of the study is to investigate the motives of learning that are inherent in students with different attitudes to distance learning. Methods. The study involved 211 students majoring in science (physics, chemistry). The study used the following methods: 1) attitude questionnaire; 2) Science Motivation Questionnaire II; 3) statistical methods. The following were used for statistical data processing descriptive statistics methods (to measure the percentage of people with a different attitude towards the organisation of distance learning); ANOVA (to compare levels of science motivational types of students with different preferences in educational models). Results. It was determined that 38% of students are positive about distance education and see great opportunities for its implementation. But only 22.75% of students consider distance learning to be the best option for educational process organisation, and 21.8% are in favour of an exclusive face-to-face format. The most popular form among students is a mixed form of education (55.45%). Students with a positive attitude to distance education are characterised by the highest scores on intrinsic motivation, self-efficacy and career motivation. Conclusion. Distance forms of education cannot completely replace traditional ones. But it is already becoming obvious that their use in a mixed format can increase the effectiveness of the educational process. Students' support for the mixed format should be taken into account by the developers of educational programs and university administrations in order to improve the quality of education and meet the requirements of the times.