Student well-being in times of COVID-19 in the Netherlands: basic psychological need satisfaction and frustration within the academic learning environment

Using a flipped classroom teaching and learning approach to promote scientific literacy skill development and retention

The development of scientific literacy (SL) skills is critical in the life sciences. A flipped classroom reverses traditional learning spaces such that foundational knowledge is acquired by students independently through recorded lectures and/or readings in advance of the lecture period and knowledge is consolidated through active learning activities in the classroom. A flipped classroom learning environment can promote critical skill development and knowledge application, and therefore, could enhance SL skill development. The objectives here were to (a) determine the effect of a flipped classroom learning environment on SL skill development in second-year kinesiology students enrolled in a research methods course and (b) reassess SL skills 4 months later. SL skills were assessed using the validated test of scientific literacy skills (TOSLS) questionnaire at the start and end of the semester (n = 57) and reassessed 4 months later after the summer semester break (n = 46). During the flipped classroom semester, practical SL skills (TOSLS scores) were increased by 16.3% and TOSLS scores were positively correlated with the students' final grade (r = 0.526, P < 0.001). Four months later, average TOSLS scores significantly decreased compared to the levels at the end of the flipped classroom learning experience. Importantly, retention of SL skills (i.e., 4 months later TOSLS scores) were related to learning approach scores and were positively correlated with deep learning approach scores (r = 0.298, P = 0.044) and negatively correlated with surface learning approach scores (r = -0.314, P = 0.034). Therefore, SL skill retention was higher in students utilizing a deep learning approach (e.g., engaged, self-regulation in learning, and seeking a deeper understanding of concepts) and lower in students utilizing a surface learning approach (e.g., limited engagement, rote memorization of concepts). Collectively, the results demonstrate the value of a flipped classroom in promoting SL skills while highlighting the role of students' learning approach in critical skill retention.

Students' academic engagement during COVID-19 times: a mixed-methods study into relatedness and loneliness during the pandemic

The COVID-19 outbreak forced higher education students to study online-only. Previous research indicates that forced solitude or loneliness can cause a variety of problems for students, among which is reduced academic engagement. The Basic Psychological Needs Theory, a sub-theory of Self-Determination Theory, relates academic engagement to three basic psychological needs (autonomy, competence and relatedness), whereas varying theories on loneliness highlight the complexities of engaging in a learning environment whilst feeling lonely. As university staff members have been struggling to keep students on task since the COVID-19 outbreak, the need arose for more knowledge about to what extent students have felt lonely, frustrated or satisfied in their need for relatedness and to what extent this affected their academic engagement. A convergent Mixed Methods research study was conducted among university students (N = 228) and an online questionnaire was administered to collect both quantitative and qualitative data. A series of multiple hierarchical regression analyses were performed, considering demographic characteristics, to analyze the quantitative data. Qualitative data was coded using a hybrid approach of deductive and inductive coding. Themes were generated that depicted in-depth issues of relatedness, loneliness, and academic engagement. Quantitative analysis demonstrated the importance for academic engagement of both (a) 'basic need satisfaction and frustration' of relatedness in life and in 'social study context', and (b) feeling (emotionally) lonely. The negative impact of frustration of relatedness seemed to be dominant but also overlapped with the effects of loneliness. The qualitative outcomes support and complement these quantitative results. The results showed that students' academic engagement suffered from the loss of a shared physical space and from uncertainty about university policies. For a minority of students, however, the relief from social obligations that came along with social distancing was a blessing in disguise.