Student Engagement in K-12 Online Learning amid COVID-19: A Qualitative Approach from a Self-Determination Theory Perspective

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read More Add to Saved list
  • Author(s): Chiu, Thomas K. F. (ORCID Chiu, Thomas K. F. (ORCID 0000-0003-2887-5477)
  • Language:
    English
  • Source:
    Interactive Learning Environments. 2023 31(6):3326-3339.
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      14
    • Education Level:
      Elementary Secondary Education
      Elementary Education
      Secondary Education
    • Subject Terms:
      Learner Engagement; Elementary Secondary Education; Distance Education; Electronic Learning; COVID-19; Pandemics; Self Determination; Personal Autonomy; Digital Literacy; Self Management; Learning Strategies; Competence; Interpersonal Relationship; Student Motivation; Foreign Countries; Elementary School Students; Secondary School Students; Cognitive Processes; Student Attitudes; Teacher Attitudes
    • Subject Terms:
      Hong Kong
    • Accession Number:
      10.1080/10494820.2021.1926289
    • ISSN:
      1049-4820
      1744-5191
    • Abstract:
      During the pandemic, school and university students had to urgently move away from traditional classrooms to online learning in their homes. Student engagement that can be explained by self-determination theory (SDT) is important in online learning. Indeed, the founders of SDT recently stated that SDT-based future research should look closely at how to satisfy the basic needs in the theory in technology enhanced learning environments. We also know very little about K-12 student engagement in online learning. Therefore, this qualitative study used the SDT as a framework to understand K-12 school student engagement and disengagement in online learning. It used a thematic analysis to analyse interview data from 36 students and 18 teachers. The findings highlight that (i) online learning environments that supported more autonomy were more likely to engage students cognitively in developing two important lifelong skills of digital literacy and self-regulated learning; and (ii) those environments that lacked emotional attachment, equipment and resources, coupled with perceived digital incompetence and ineffective learning experience of the students suppressed cognitive and emotional engagement. Hence, this study suggests how to satisfy the need for competence and relatedness to prepare and implement online learning.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1397272