University students’ well-being during emergency remote teaching: reflections from the viewpoint of the Self-determination theory
Апстракт
The aim of this paper is to provide an overview of research findings on different qualities of emergency remote teaching (ERT) and interpret their implications for student well-being from the perspective of the Self-determination theory (SDT). The analysis of research findings suggests that students’ well-being and success in online learning were compromised, and that the teaching/learning practice during ERT could not provide adequate support to students’ basic needs for autonomy, competence, and relatedness. The observation that student well-being was not a priority while implementing ERT was not surprising for several reasons: the primary objective of ERT was to ensure the continuation of education; the switch from regular classroom settings to an online environment was rapid and hasty; teachers were faced with numerous challenges while rapidly adapting to new conditions and ways of working, communication and exchange, new tools and resources, and they lacked competencies and experi...ence in teaching with digital technologies.
Кључне речи:
student well-being / Self-determination theory / emergency remote teachingИзвор:
Proceedings TIE 2022: 9th International scientific conference Technics and Informatics in Education, 2022, 449-456Издавач:
- University of Kragujevac - Faculty of Technical Sciences in Čačak
Финансирање / пројекти:
- European Commission under Erasmus+ StudES project (“Effective teaching for student engagement & success in digital learning environment”), Grant No. 2020–1-RS01-KA226- HE-094538
Институција/група
Pedagogija / PedagogyTY - CONF AU - Stančić, Milan AU - Senić Ružić, Mirjana PY - 2022 UR - http://reff.f.bg.ac.rs/handle/123456789/3798 AB - The aim of this paper is to provide an overview of research findings on different qualities of emergency remote teaching (ERT) and interpret their implications for student well-being from the perspective of the Self-determination theory (SDT). The analysis of research findings suggests that students’ well-being and success in online learning were compromised, and that the teaching/learning practice during ERT could not provide adequate support to students’ basic needs for autonomy, competence, and relatedness. The observation that student well-being was not a priority while implementing ERT was not surprising for several reasons: the primary objective of ERT was to ensure the continuation of education; the switch from regular classroom settings to an online environment was rapid and hasty; teachers were faced with numerous challenges while rapidly adapting to new conditions and ways of working, communication and exchange, new tools and resources, and they lacked competencies and experience in teaching with digital technologies. PB - University of Kragujevac - Faculty of Technical Sciences in Čačak C3 - Proceedings TIE 2022: 9th International scientific conference Technics and Informatics in Education T1 - University students’ well-being during emergency remote teaching: reflections from the viewpoint of the Self-determination theory EP - 456 SP - 449 DO - 10.46793/TIE22.449S ER -
@conference{ author = "Stančić, Milan and Senić Ružić, Mirjana", year = "2022", abstract = "The aim of this paper is to provide an overview of research findings on different qualities of emergency remote teaching (ERT) and interpret their implications for student well-being from the perspective of the Self-determination theory (SDT). The analysis of research findings suggests that students’ well-being and success in online learning were compromised, and that the teaching/learning practice during ERT could not provide adequate support to students’ basic needs for autonomy, competence, and relatedness. The observation that student well-being was not a priority while implementing ERT was not surprising for several reasons: the primary objective of ERT was to ensure the continuation of education; the switch from regular classroom settings to an online environment was rapid and hasty; teachers were faced with numerous challenges while rapidly adapting to new conditions and ways of working, communication and exchange, new tools and resources, and they lacked competencies and experience in teaching with digital technologies.", publisher = "University of Kragujevac - Faculty of Technical Sciences in Čačak", journal = "Proceedings TIE 2022: 9th International scientific conference Technics and Informatics in Education", title = "University students’ well-being during emergency remote teaching: reflections from the viewpoint of the Self-determination theory", pages = "456-449", doi = "10.46793/TIE22.449S" }
Stančić, M.,& Senić Ružić, M.. (2022). University students’ well-being during emergency remote teaching: reflections from the viewpoint of the Self-determination theory. in Proceedings TIE 2022: 9th International scientific conference Technics and Informatics in Education University of Kragujevac - Faculty of Technical Sciences in Čačak., 449-456. https://doi.org/10.46793/TIE22.449S
Stančić M, Senić Ružić M. University students’ well-being during emergency remote teaching: reflections from the viewpoint of the Self-determination theory. in Proceedings TIE 2022: 9th International scientific conference Technics and Informatics in Education. 2022;:449-456. doi:10.46793/TIE22.449S .
Stančić, Milan, Senić Ružić, Mirjana, "University students’ well-being during emergency remote teaching: reflections from the viewpoint of the Self-determination theory" in Proceedings TIE 2022: 9th International scientific conference Technics and Informatics in Education (2022):449-456, https://doi.org/10.46793/TIE22.449S . .