Impact of Instruction on Students' Needs Satisfaction and Dissatisfaction in Emergency Remote Learning Contexts

• In Event: Motivation in Education SIG Poster Session: Motivational Processes and Effects

Abstract

Recently universities quickly transitioned from face-to-face courses to online learning due to COVID-19. Students experienced varying levels of teaching effectiveness which impacted student engagement and learning. The purpose of the present study is to examine undergraduate students’ perceptions of this transition in courses where the transition was well facilitated as well as in courses where the transition may have been less effective. Student perspectives are examined vis-a-vis needs satisfaction and dissatisfaction according to Self-determination theory. Results indicate that students perceptions of teacher competence and commitment as well as teacher behaviors related to online learning supports are related to both needs satisfaction and frustration in all transitions; students own online learning skills modify the relationship in the difficult transition.

Authors

• Angela D. Miller, George Mason University

• Michelle M. Buehl, George Mason University

• Nate Brophy, George Mason University

• Karin Nordin, George Mason University

• Melissa Broeckelman-Post, George Mason University

• Jeff Vomund, George Mason University