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The impact of self-organization course on the cognitive motivation of first-year students in Online Learning Environments

Lockdown has spawned a rapid and unprepared transition to online learning formats. Not all educators and students have been prepared for this transition, which requires the development of measures to adapt and intensify forced online learning. The study aims to track the integrated courses effectiveness to adapt first-year students to the new learning format through targeted self-organization training. The hypothesis of the study is that the educational activity effectiveness, which is largely based on academic motivation, is also significantly increased when students are purposefully taught self-organization and self-regulation skills. The study was attended by 60 people who studied a specially designed course "Self-organising Technology" for four months. Through input and output testing (Academic Motivation Scale (AMS), Self-management Test (Seiwert)), the level of their self-organization formation and academic motivation was measured. The results were validated by Wilcoxon signed-rank and a correlation analysis by calculating the Pearson linear correlation coefficient based on sample size. According to the results obtained, first-year students studying the course "Self-organization Technology" contributes to the development of self-organization and motivation for learning. Further research in this area needs to be carried out both in the field of adaptation of the course to the online educational space (and in terms of methodology and psychological support) and in the field of offline communication. According to the authors, such a course should be compulsory for all first-year students, regardless of their specialization.