期刊
JOURNAL OF RESEARCH ON TECHNOLOGY IN EDUCATION
卷 54, 期 -, 页码 S14-S30出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/15391523.2021.1891998
关键词
Online learning; self-determination theory; student engagement; K-12 education; pandemic
The study found that digital support strategies were more effective in meeting students' needs in online learning, all needs were predictors of the level of engagement, with relatedness support being particularly important.
During school closures forced by the COVID-19 pandemic, remote/online learning has been adopted to help students continue to learn. Student engagement, which is energized by motivation as explained by self-determination theory (SDT), is a prerequisite for learning. Therefore, this study investigated how the three perceived psychological needs in SDT affected student engagement in online learning using pre- and post-questionnaires completed by 1201 Grade 8 and 9 students within 6 weeks of partaking in online learning. The results suggested that digital support strategies better satisfied students' needs, that all of the needs were predictors of the level of engagement, and that relatedness support was very important.
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