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Pelikan ER, Korlat S, Reiter J, Holzer J, Mayerhofer M, Schober B, Spiel C, Hamzallari O, Uka A, Chen J, Välimäki M, Puharić Z, Anusionwu KE, Okocha AN, Zabrodskaja A, Salmela-Aro K, Käser U, Schultze-Krumbholz A, Wachs S, Friðriksson F, Gunnþórsdóttir H, Höller Y, Aoyama I, Ieshima A, Toda Y, Konjufca J, Llullaku N, Gedutienė R, Borg Axisa G, Avirovic Bundalevska I, Keskinova A, Radulovic M, Lewandowska-Walter A, Michałek-Kwiecień J, Plichta P, Pyżalski J, Walter N, Cautisanu C, Voda AI, Gao S, Islam S, Wistrand K, Wright MF, Lüftenegger M. Distance learning in higher education during COVID-19: The role of basic psychological needs and intrinsic motivation for persistence and procrastination-a multi-country study. PLoS One 2021; 16:e0257346. [PMID: 34613978 PMCID: PMC8494346 DOI: 10.1371/journal.pone.0257346] [Citation(s) in RCA: 21] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2021] [Accepted: 08/29/2021] [Indexed: 11/18/2022] Open
Abstract
Due to the COVID-19 pandemic, higher educational institutions worldwide switched to emergency distance learning in early 2020. The less structured environment of distance learning forced students to regulate their learning and motivation more independently. According to self-determination theory (SDT), satisfaction of the three basic psychological needs for autonomy, competence and social relatedness affects intrinsic motivation, which in turn relates to more active or passive learning behavior. As the social context plays a major role for basic need satisfaction, distance learning may impair basic need satisfaction and thus intrinsic motivation and learning behavior. The aim of this study was to investigate the relationship between basic need satisfaction and procrastination and persistence in the context of emergency distance learning during the COVID-19 pandemic in a cross-sectional study. We also investigated the mediating role of intrinsic motivation in this relationship. Furthermore, to test the universal importance of SDT for intrinsic motivation and learning behavior under these circumstances in different countries, we collected data in Europe, Asia and North America. A total of N = 15,462 participants from Albania, Austria, China, Croatia, Estonia, Finland, Germany, Iceland, Japan, Kosovo, Lithuania, Poland, Malta, North Macedonia, Romania, Sweden, and the US answered questions regarding perceived competence, autonomy, social relatedness, intrinsic motivation, procrastination, persistence, and sociodemographic background. Our results support SDT's claim of universality regarding the relation between basic psychological need fulfilment, intrinsic motivation, procrastination, and persistence. However, whereas perceived competence had the highest direct effect on procrastination and persistence, social relatedness was mainly influential via intrinsic motivation.
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Affiliation(s)
- Elisabeth R. Pelikan
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Selma Korlat
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Julia Reiter
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Julia Holzer
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Martin Mayerhofer
- Department of Mathematics, Faculty of Mathematics, University of Vienna, Vienna, Austria
| | - Barbara Schober
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Christiane Spiel
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
| | - Oriola Hamzallari
- Department of Psychology, Faculty of Education, Aleksandër Moisiu University, Durrës, Albania
| | - Ana Uka
- Department of Educational Sciences, Faculty of Philology and Education, Bedër University, Tirana, Albania
| | - Jiarui Chen
- Xiangya School of Nursing, Central South University, Changsha, China
| | - Maritta Välimäki
- Xiangya School of Nursing, Central South University, Changsha, China
- Department of Nursing Science, University of Turku, Turku, Finland
| | - Zrinka Puharić
- Study of Nursing, University of Applied Sciences Bjelovar, Bjelovar, Croatia
| | | | - Angela Nkem Okocha
- Baltic Film, Media and Arts School, Tallinn University, Tallinn, Estonia
| | | | | | - Udo Käser
- Department of Psychology, University of Bonn, Bonn, Germany
| | | | - Sebastian Wachs
- Department of Educational Studies, University of Potsdam, Potsdam, Germany
| | | | | | - Yvonne Höller
- Faculty of Education, University of Akureyri, Akureyri, Iceland
| | - Ikuko Aoyama
- Department of Global Education, Tsuru University, Tsuru, Japan
| | - Akihiko Ieshima
- Career Center, Osaka University, Osaka University, Suita, Japan
| | - Yuichi Toda
- Graduate School of Education, Osaka Kyoiku University, Kashiwara, Japan
| | - Jon Konjufca
- Department of Psychology, Faculty of Philosophy, University of Prishtina ’Hasan Prishtina’, Pristina, Kosovo
| | - Njomza Llullaku
- Department of Social Work, Faculty of Philosophy, University of Pristina ’Hasan Prishtina’, Pristina, Kosovo
| | - Reda Gedutienė
- Department of Psychology, Faculty of Social Sciences and Humanities, Klaipėda University, Klaipėda, Lithuania
| | | | - Irena Avirovic Bundalevska
- Institute of Family Studies, Faculty of Philosophy, Ss. Cyril and Methodius University in Skopje, Skopje, North Macedonia
| | - Angelka Keskinova
- Institute of Family Studies, Faculty of Philosophy, Ss. Cyril and Methodius University in Skopje, Skopje, North Macedonia
| | - Makedonka Radulovic
- Institute of Family Studies, Faculty of Philosophy, Ss. Cyril and Methodius University in Skopje, Skopje, North Macedonia
| | | | | | - Piotr Plichta
- Faculty of Historical and Pedagogical Sciences, University of Wrocław, Wrocław, Poland
| | - Jacek Pyżalski
- Faculty of Educational Studies, Adam Mickiewicz University, Poznań, Poland
| | - Natalia Walter
- Faculty of Educational Studies, Adam Mickiewicz University, Poznań, Poland
| | - Cristina Cautisanu
- CERNESIM Environmental Research Center, Alexandru Ioan Cuza University, Iași, România
| | - Ana Iolanda Voda
- Social Sciences and Humanities Research Department, Institute for Interdisciplinary Research, Alexandru Ioan Cuza University of Iași, Iași, România
| | - Shang Gao
- Department of Informatics, Örebro University School of Business, Örebro University, Örebro, Sweden
| | - Sirajul Islam
- Department of Informatics, Örebro University School of Business, Örebro University, Örebro, Sweden
| | - Kai Wistrand
- Department of Informatics, Örebro University School of Business, Örebro University, Örebro, Sweden
| | - Michelle F. Wright
- Faculty of Social Studies, Penn State University, State College, Pennsylvania, United States of America
| | - Marko Lüftenegger
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria
- Department for Teacher Education, Centre for Teacher Education, University of Vienna, Vienna, Austria
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Nafukho FM, Alfred M, Chakraborty M, Johnson M, Cherrstrom CA. Predicting workplace transfer of learning. EUROPEAN JOURNAL OF TRAINING AND DEVELOPMENT 2017. [DOI: 10.1108/ejtd-10-2016-0079] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
Purpose
The primary purpose of this study was to predict transfer of learning to workplace among adult learners enrolled in a continuing professional education (CPE) training program, specifically training courses offered through face-to-face, blended and online instruction formats. The study examined the predictive capacity of trainee characteristics, training design and work environment on transfer of learning among the study respondents.
Design/methodology/approach
A cross-sectional online survey design was used to collect data from the study respondents, three months after CPE training. Two hundred ninety-seven trainees participated in this study. Data from 46 participants were incomplete and therefore excluded in the preliminary analysis, resulting in 251 valid responses and participants for the data analysis, 43 males (17.1 per cent), 201 females (80.1 per cent) and 7 (2.8 per cent) who did not indicate their gender. To answer the study’s research questions, factor analysis and multiple hierarchical regressions were performed.
Findings
The results of the study revealed training efficiency and relevance were critical in the transfer of learning among the study participants. The findings of the study showed combined training efficiency and training relevance enabled training participants to acquire knowledge and skills for application in the workplace and had significantly positive influence in transfer of learning. The work environment, measured by work variability (or flexibility) and work complexity, and the trainee motivation to participate, measured by learning-conducive workplace features, had a positive influence in transfer of learning.
Research limitations/implications
Because the majority of participants were females (80.1 per cent), this could be one of the limitations to this study. Research has identified that, because of the broad expectations based on sex and different family and occupational roles, men and women differ in their social network communication, participation in CPE, personality traits, gender-related occupational preferences, learning preference and methods of handling workplace conflict. The second limitation is related to the study design. The researchers did not have a control group because of practicality issues. This being a cross-sectional online survey study, all extraneous variables were not controlled such as in the case of a true randomized control study. This study is relying on the information obtained from a self-report training transfer instrument completed by the study participants. The accuracy of the obtained data is dependent on the honesty of the participants and their commitment in providing correct responses.
Originality/value
This study provides empirical evidence pertaining to the transfer of learning among adult learners engaged in a continuing professional development training program. The study examines factors related to training design, training delivery, trainee motivation and the workplace environment and how these factors determine transfer of learning among trainee respondents who participated in the study. The findings of the study have practical implications for the design and successful delivery of continuing professional training among adult learners. The study could be replicated at a national level and in international settings.
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de Leeuw RA, Westerman M, Scheele F. Quality indicators for learner-centered postgraduate medical e-learning. INTERNATIONAL JOURNAL OF MEDICAL EDUCATION 2017; 8:153-162. [PMID: 28456781 PMCID: PMC5420460 DOI: 10.5116/ijme.58ce.60aa] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/16/2016] [Accepted: 03/19/2017] [Indexed: 05/09/2023]
Abstract
OBJECTIVES The objectives of this study were to identify the needs and expectations of learners and educational experts in postgraduate medical e-learning, and to contribute to the current literature. METHODS We performed four focus-group discussions with e-learning end-users (learners) and didactic experts. The participants were postgraduate learners with varying levels of experience, educational experts from a Dutch e-learning task group, and commercial experts from a Dutch e-learning company. Verbatim transcribed interview recordings were analyzed using King's template analysis. The initial template was created with reference to recent literature on postgraduate medical e-learning quality indicators. The transcripts were coded, after which the emerging differences in template interpretation were discussed until a consensus was reached within the team. RESULTS The final template consisted of three domains of positive e-learning influencers (motivators, learning enhancers, and real-world translation) and three domains of negatively influential parameters (barriers, learning discouragers, and poor preparation). The interpretation of the final template showed three subjects which form the basis of e-learning, namely, Motivate, Learn and Apply. CONCLUSIONS This study forms a basis for learning in general and could be applied to many educational instruments. Individual characteristics should be adapted to the target audience. Three subjects form the basis of, and six themes cover all items needed for, good (enough) postgraduate e-learning. Further research should be carried out with learners and real-world e-learning to validate this template.
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Affiliation(s)
- Robert A. de Leeuw
- VU University Amsterdam, The Athena Institute for Transdisciplinary Research, the Netherlands
| | | | - Fedde Scheele
- VU University Amsterdam, The Athena Institute for Transdisciplinary Research, the Netherlands
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