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The purpose of this discussion is to describe the learning motivation of students during the covid-19 pandemic, especially in Pancasila course. The covid-19 pandemic has affected various aspects of human life, including in the field of education. During the covid-19 pandemic, student learning motivation is very likely to experience a decline. This can be due to many factors, such as changes in the learning system which has so far turned face-to-face learning into online distance learning, weak internet networks, limited data packages to be able to acces online pursuits and unavailability ogf internet networks in student domicile location. For this reason, alternative solutions are needed so that online learning can run well and learning objectives can still be achieved. To increase student learning motivation, various solutions need be to be sought, including the government or campus providing subsidized internet quota / data packages, lecturers using the easiest and cheapest online learning platform to use and providing good teaching materials that can be used independently by students, and using friendly learning management system (LMS). Keywords: Learning Motivation, Covid-19 Virus

In der gegenwärtigen Jugendpolitik und -forschung ist ein Perspektivenwechsel zu konstatieren, der Jugend weniger als "Problemgruppe" denn als "Humanressource" thematisiert. Während "Jugend als Problem" vorwiegend kompensatorische und präventive Interventionen und "Behandlungen" impliziert, liegt der Schwerpunkt heute auf einer aktivierenden "Hilfe zur Selbsthilfe" im Sinne des "Forderns und Förderns". Der einleitende Beitrag zum vorliegenden Sammelband skizziert den begrifflich-theoretischen Bezugsrahmen eines Forschungsprojekts "Jugendpolitik und Partizipation" (YOYO) der EU, das diese "sozialpolitische Wende" begleitend und vergleichend in neun Ländern der EU untersucht. Rekapituliert wird die Debatte um die Entstandardisierung der Übergänge der Jugendlichen von der Schule in die Arbeitswelt und um die Frage, wie sie diese risikoreiche Phase ihres Lebens bewältigen bzw. wo Risikofaktoren für ein Scheitern liegen. Die Individualisierung der Lebensverläufe bzw. die kritische Statuspassage wird an Hand von Befragungen und mit Hilfe der biographischen Methode näher untersucht. Auf der subjektiven Wahrnehmung ihrer Lebenschancen durch die Jugendlichen liegt dabei der Schwerpunkt der Studien. (ICA). Die Untersuchung enthält quantitative Daten. Die Untersuchung bezieht sich auf den Zeitraum 2001 bis 2004.

Teacher online feedback (TOF) through online course delivery has been identified as key to promoting and validating knowledge in online learning environments. We examined the relationships between TOF, learning motivation, and learning engagement, and the mediating role of learning
engagement in the relationship between TOF and learning motivation, using structural equation modeling and bootstrap analysis. Participants comprised 312 university students of College English courses in China. The results indicated that TOF was positively related to both learning motivation
and learning engagement. Further, the positive effect of TOF on learning motivation was partially mediated by learning engagement. Theoretical implications and practical implications for language teachers' implementation of TOF are discussed.

Abstract
Research on motivation in the field of applied linguistics seeks to better understand how and why learners become involved in learning activities and maintain their efforts in this regard. Dörnyei provided a seminal model drawing essentially from cognitive and social psychology (Dörnyei, 2001). In the wake of his reflection, and after investigating motivation in a range of academic contexts, we are now able to present our own model, which is dynamic, weighted, and polytomic (Raby, 2007). After presenting cognitive ergonomics as a new pathway for research in second language acquisition, we shall present the results of our investigations in foreign language learning motivation in technologically enhanced contexts, outlining major methodological difficulties pertaining to this sort of this grounded research.

ABSTRACTAs technology advances, it is important for teachers to seamlessly integrate technology into their innovative teaching techniques. Using virtual worlds is one alternative to traditional teaching methods that can provide rich learning experiences. The purpose of this article is twofold: (a) to present Cotton Island, an avatar‐based 3‐D virtual learning environment in Second Life and (b) to evaluate students' learning motivation in using Cotton Island as a learning tool. Cotton Island was designed with unique navigational features to provide access to rich resources and educational activities that improve students' knowledge of cotton. Based on the ARCS (attention, relevance, confidence, and satisfaction) model, this study assesses students' learning motivation when using Cotton Island as a learning tool, and whether students had a positive learning outcome consistent with the instructors' goal of knowledge improvement. The results show that students had a positive experience in terms of learning motivation and knowledge improvement.

In letzter Zeit werden neue Medien zu Lernzwecken (E-Learning) in der Ärztefortbildung verstärkt eingesetzt und jüngst eingeführte gesetzliche Regelungen schufen günstige Rahmenbedingungen für das Aufkommen von didaktisch und lernpsychologisch eher simplen E-Learning-Lösungen in Form von Web-Based-Trainings (WBT), welche in der Ärztefortbildung derzeit durch den Begriff Online-CME (Continuing Medical Education) geprägt sind. Im Gegensatz dazu gibt es in der Ärztefortbildung innovative E-Learning-Projekte, die die Lösung gemeinschaftlicher medizinischer Probleme unterstützen. Ärzte berichten häufig vom fehlenden Kontakt zu Gleichgesinnten und der begrenzten Möglichkeit, regelmäßig an Präsenzveranstaltungen teilzunehmen. Informell vernetzte, arbeitsplatznahe und selbstorganisierte Lernformen könnten hierfür ein neuer Lösungsweg sein. Aufgrund des Fortschritts in der Medizin, des Fortschritts in der Informations- und Kommunikationstechnologie und veränderten Patientenanforderungen (aufgrund des demographischen Wandels), müssen sich Ärzte stetig neuen beruflichen Bedingungen anpassen und qualifizieren. Gesundheitspolitisch wurde auf den Qualifizierungsbedarf mit einer Fortbildungspflicht für Ärzte reagiert. Auf der anderen Seite findet Ärztefortbildung seit jeher freiwillig statt und ist als moralische Pflicht bereits in der Medizinethik und der Zulassung zur Ausübung des Arztberufes verankert. Die vorliegende Dissertation versucht hieraus entstehende Forschungsfragen zu beantworten: E-Learning-Situation in der Ärztefortbildung: Wie wirken sich aktuelle gesundheitspolitische Entwicklungen auf das Thema "E-Learning" in der Ärztefortbildung aus? Wie sehen derzeitige E-Learning-Angebote in der Ärztefortbildung aus? Welche weiteren E-Learning-Szenarien entwickeln sich momentan in der Ärztefortbildung? Wie gestalten sich berufsspezifische Rahmenbedingungen der ärztlichen Berufsausübung im Setting "Arztpraxis"? Motivation beim E-Learning in der Ärztefortbildung: Welcher Zusammenhang zwischen Fortbildungsmotivation und Lernverhalten zeigt sich bei den Ärzten? Wie wirken sich gesundheitspolitische Regelungen für Ärztefortbildung auf die Motivation der Ärzte aus? Einschätzung von E-Learning in der Ärztefortbildung: Wie betrachtet die Zielgruppe der Ärzte das Thema "E-Learning" in der Ärztefortbildung? Wie schätzen Fachexperten das Thema "E-Learning" in der Ärztefortbildung, seine Gesamtsituation und Entwicklungen ein? Die soeben gestellten Forschungsfragen sollen im Rahmen dieser Dissertationsschrift theoretisch und empirisch beantwortet werden. Aus diesen Ergebnissen werden Handlungsempfehlungen zur Konzeption und Planung des E-Learning-Angebots für Ärztefortbildung abgeleitet. Im Rahmen dieser Dissertation wurden zwei Befragungen mit Kooperationspartnern (DocCheck Medical Services GmbH, Sandoz Pharmaceuticals GmbH) in Form einer Online-Befragung (150 teilnehmende Ärzte) und einer Paper-Pencil-Befragung (90 teilnehmende Ärzte) durchgeführt. Leitfadengestützte Experteninterviews (5 Interviews) mit Fachexperten für Ärztefortbildung bilden eine zusätzliche Datenbasis. ; New media are increasingly applied for learning purposes (termed 'e-learning') within the continuing medical education. In addition, legal regulations that have been introduced recently created advantageous conditions for the promotion of rather simple e-learning solutions regarding didactics and learning psychology. These e-learning measures correspond to web-based trainings (WBTs) and are represented by the term 'online-CME' (online-continuing medical education). By contrary, there are innovative e-learning projects within continuing medical education that facilitate the solution of common medical problems. Doctors often report on the lack of contact to like-minded people and the limited possiblities to regularly participate in education events. To meet these problems, e-learning measures that are informally connected, close to the working place and self-organized, may be a new and appropriate solution. Owing to the progress in medical research as well as in information and communication technologies and modified demands of the patients (due to demographic change), doctors must adapt continuously to new professional conditions and qualify themselves appropriately. In terms of health care politics, the necessity for continuing qualification has been taken into account by introducing compulsory continuing education measures. Yet continuing medical education has always been voluntary and is anchored as a moral duty within medicine ethics and the accreditation for the exertion of the doctoral profession. The present PhD thesis tries to answer research questions that emerge from this field of scholarship. Those are: The situation of e-learning within continuing medical education: What are the effects of topical developments within health care policy on the topic of e-learning within continuing medical education? What are the characteristics of current e-learning offerings within continuing medical education? What are the current alternative scenarios for e-learning within continuing medical education? What are the profession-specific basic conditions of the medical profession in the setting of the clinical practice? Motivation of doctors for e-learning measures within continuing medical education: What is the relation between the motivation of doctors for education measures and their learning behaviour? What are the effects of health care policy regulations within continuing medical education on the motivation of doctors? Appraisal of e-learning within continuing medical education: How does the target group of doctors evaluate the topic of e-learning within continuing medical education? How do experts assess the topic of e-learning within continuing medical education, its current situation and development? These research questions are being treated within this PhD thesis. From the results, some recommendations will be inferred for the conception and planning of e-learning offers within the continuing medical education. In the context of this thesis two surveys have been carried out, in cooperation with DocCheck Medical Services GmbH and Sandoz Pharmaceuticals GmbH, in the form of one online survey (150 participating doctors) and one paper-pencil-interview (90 participating doctors). Expert interviews (5 interviews) with experts for continuing medical education additionally contribute to the data basis.

In contemporary society, the escalating anxiety among college students has emerged as a pressing social concern, impacting both their mental well-being and academic performance by influencing levels of learning motivation. This research posits a negative correlation between the burgeoning learning anxiety and the motivation to learn among college students. Employing a quantitative research approach, data is gathered through structured questionnaires, and subsequent analysis is conducted using SPSS statistical software to derive meaningful insights. The study primarily focuses on Chinese college students, aiming to unveil the intricate relationship between learning anxiety and motivation. Through this investigation, the researchers seek to formulate strategies that mitigate learning anxiety and concurrently bolster intrinsic motivation for sustained learning among Chinese college students. This research serves as a key step in understanding and addressing the contemporary challenges associated with the mental health and academic performance of college students, paving the way for interventions that foster a positive learning environment.