Adult Learners' Responses to Online Learning: A Qualitative Analysis Grounded in Self-Determination Theory

Autor/inn/en	Salikhova, Nailya R.; Lynch, Martin F.; Salikhova, Albina B.
Titel	Adult Learners' Responses to Online Learning: A Qualitative Analysis Grounded in Self-Determination Theory
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 17 (2021) 10, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Graduate Students; Undergraduate Students; Adults; Student Satisfaction; Student Motivation; Electronic Learning; Online Courses; Psychological Needs; Personal Autonomy; Competence; Interpersonal Relationship; Teacher Student Relationship; Group Dynamics; Instructional Effectiveness; Foreign Countries; Russia + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schulische Motivation; Online course; Online-Kurs; Individuelle Autonomie; Kompetenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Gruppendynamik; Unterrichtserfolg; Ausland; Russland
Abstract	At a time when educators in many countries are adopting digital technology in their classrooms, whether by choice or mandate, the question of what the experience of online learning is like for students remains open and of vital interest. In the present study, adult learners (N = 37) in Russia were asked to write an essay about their experience of an online course they had taken as part of their graduate studies. Responses were examined by means of thematic analysis. From the conceptual framework of self-determination theory, responses were categorized with respect to psychological needs for autonomy, competence, and relatedness. Adult learners reported their online courses provided the greatest opportunities to satisfy the need for autonomy, with ample support for competence as well; however, they struggled in their online courses to find satisfaction for the relatedness need. The present study identified those elements of online courses that correspond with and facilitate the satisfaction of each of the three basic psychological needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01