Shifts in Learning Assistants' Self-Determination From COVID-19 Disruptions to Calculus II Course Delivery

• In Event: Higher Education and Learning in the COVID-19 Context

Abstract

Learning Assistants (LAs) improve undergraduate students’ content understanding and satisfaction in high-stakes, introductory STEM courses. These ascribed ‘near peers’ are intrinsically motivated to proactively support undergraduate STEM learners through self-determined actions. However, if contextual factors of the classroom shift, such as abruptly transitioning from face-to-face to remote learning, it is unknown to what extent LAs’ self-determination is impacted. This research study explored 70 reflections penned from 13 LAs serving a Calculus II course at a large, research-oriented university in Spring of 2020 using the constructs of Self-Determination Theory. Results show reflections related to competence (-7%) and autonomy (-1%) decreased, whereas relatedness (8%) increased, suggesting specific areas of need for supporting LAs’ self-determination in times of rapid (i.e. course modality) transition.

Authors

• Rebecca Hite, Texas Tech University

• Jessica Gottlieb, Texas Tech University

• Richard Velasco, The University of Iowa

• Levi Johnson, Texas Tech University