Lack of Supporting Technology and Changes of Learning Environment Influence Students' Online Learning Motivation During COVID-19

Research Article
Open access

Lack of Supporting Technology and Changes of Learning Environment Influence Students' Online Learning Motivation During COVID-19

Qianrui Du 1*
  • 1 University of Auckland    
  • *corresponding author qianrui0211@gmail.com
Published on 14 September 2023 | https://doi.org/10.54254/2753-7048/9/20230161
LNEP Vol.9
ISSN (Print): 2753-7056
ISSN (Online): 2753-7048
ISBN (Print): 978-1-915371-99-7
ISBN (Online): 978-1-83558-000-4

Abstract

Many students are learning online during COVID-19, and the mode of this learning is different from the usual offline teaching, and students' efficiency of learning decreased significantly caused of some factors. There are two factors that will reduce students' motivation when they are learning online during COVID-19. Those are the lack of supporting technology to learn online and the changing of the learning environment for students, and they are having difficulty adapting to it. The aim of this article is to explore the reason why this effect will influence students’ learning motivation during the pandemic. Setting up a different teaching style from the usual classroom is a way to maintain students’ motivation on learning. Students may find it less interesting to keep teaching in the same way during online learning. At the end of this paper, some methods will be pointed out to possibly reduce the negative effects on students’ learning motivation.

Keywords:

learning motivation, supporting technology, learning environment, COVID-19

Du,Q. (2023). Lack of Supporting Technology and Changes of Learning Environment Influence Students' Online Learning Motivation During COVID-19. Lecture Notes in Education Psychology and Public Media,9,213-217.
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References

[1]. W. Harlen & R. Deakin Crick, Testing and motivation for learning, vol. 10, Assessment in Edu;cation: principles, policy & practice, 2003, pp. 169-207.

[2]. N. A. Purnama, N. S. Rahayu & R. Yugafiati, Students’ motivation in learning English, vol. 2, PROJECT (Professional Journal of English Education), 2019, pp. 539.

[3]. K. Goldschmidt, (2020). The COVID-19 pandemic: Technology use to support the wellbeing of children, vol. 53, Journal of pediatric nursing, 2020, pp. 88.

[4]. D. Nambiar, The impact of online learning during COVID-19: students’ and teachers’ perspective, vol. 8, The International Journal of Indian Psychology, 2020, pp. 783-793.

[5]. M. H. Lin, & H. G. Chen, A study of the effects of digital learning on learning motivation and learning outcome, vol.13, Eurasia Journal of Mathematics, Science and Technology Education, 2017, pp. 3553-3564.

[6]. P. Y. Oudeyer, J.Gottlieb & M.Lopes, Intrinsic motivation, curiosity, and learning: Theory and applications in educational technologies, vol. 229, Progress in brain research, 2016, pp. 257-284.

[7]. H. Chris & H. Teresa, An Important Piece of the Student Motivation Puzzle, FutureEd, https://www.future-ed.org/reversing-the-decline-in-student-motivation/

[8]. E. M. Anderman & H. Patrick, Achievement goal theory, conceptualization of ability/intelligence, and classroom climate. Handbook of research on student engagement, 2012, pp. 173-191.

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[10]. A. J. Elliot, M. M. Shell, K. B. Henry & M. A. Maier, Achievement Goals, Performance Contingencies, and Performance Attainment: An Experimental Test, vol. 97, Journal of Educational Psychology, 2005, pp. 630–640.

[11]. S. Tadesse & W. Muluye, The impact of COVID-19 pandemic on education system in developing countries: a review, vol. 8, Open Journal of Social Sciences, 2020, pp. 159-170.

[12]. C. Heeter, Y. H. Lee, B. Medler & B. Magerko, Beyond player types: gaming achievement goal, In Proceedings of the 2011 ACM SIGGRAPH symposium on video games, 2011, pp. 43-48.

[13]. J. Q. Lee, D. M. McInerney, G. A. D. Liem & Y. P. Ortiga, The relationship between future goals and achievement goal orientations: An intrinsic–extrinsic motivation perspective, vol. 35, Contemporary Educational Psychology, 2010, pp. 264-279.

[14]. B. Williamson, R. Eynon & J. Potter, Pandemic politics, pedagogies and practices: digital technologies and distance education during the coronavirus emergency, vol. 45, Learning, Media and Technology, 2020, pp. 107-114.

[15]. K. Mukhtar, K. Javed, M. Arooj & A. Sethi, Advantages, Limitations and Recommendations for online learning during COVID-19 pandemic era. Vol. 36, Pakistan journal of medical sciences, 2020, pp. S27.

[16]. M. W. Alexander, A. D. Truell & J. J. Zhao, Expected advantages and disadvantages of online learning: Perceptions from college students who have not taken online courses, vol. 13, Issues in Information Systems, 2012, pp. 193-200.

[17]. N. Hasan & N. H. Khan, Online teaching-learning during covid-19 pandemic: students’ perspective, vol.8, The Online Journal of Distance Education and e-Learning, 2020, pp. 202-213.

[18]. J. Chang, Y. Yuan & D. Wang, Mental health status and its influencing factors among college students during the epidemic of COVID-19, Nan Fang Yi Ke Da Xue Xue Bao, 2020, pp. 171-176.

[19]. C. C. Sutter-Brandenberger, G. Hagenauer & T. Hascher, Students’ self-determined motivation and negative emotions in mathematics in lower secondary education—Investigating reciprocal relations, vol.55, Contemporary Educational Psychology, 2018, pp. 166-175.

[20]. P. Z. R. Agustina & T. H. Cheng, How students’ perspectives about online learning amid the COVID-19 pandemic?, vol.1, Studies in Learning and Teaching, 2020, pp. 133-139.

[21]. T. Daymont, G. Blau & D. Campbell, Deciding between traditional and online formats: Exploring the role of learning advantages, flexibility, and compensatory adaptation, vol. 12, Journal of Behavioral and Applied Management, 2011, pp. 156.

[22]. A. Rehman & K. Haider, The impact of motivation on learning of secondary school students in Karachi: An analytical study, vol. 2, Educational Research International, 2013, pp. 139-147.

[23]. J. Davies & M. Graff, Performance in e‐learning: online participation and student grades, vol. 36British Journal of Educational Technology, 2005, pp. 657-663.

[24]. P. Lam & A. Tong, Digital Devices in Classroom--Hesitations of Teachers-to-Be, vol.10, Electronic Journal of e-Learning, 2012, pp. 387-395.

[25]. L. Efriana, Problems of online learning during COVID-19 pandemic in EFL classroom and the solution, JELITA, 2021, pp. 38-47.

Cite this article

Du,Q. (2023). Lack of Supporting Technology and Changes of Learning Environment Influence Students' Online Learning Motivation During COVID-19. Lecture Notes in Education Psychology and Public Media,9,213-217.

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Volume title: Proceedings of the International Conference on Social Psychology and Humanity Studies

ISBN：978-1-915371-99-7(Print) / 978-1-83558-000-4(Online)
Editor：Faisalabad Matilde Lafuente-Lechuga, Muhammad Idrees
Conference website: https://www.icsphs.org/
Conference date: 24 April 2023
Series: Lecture Notes in Education Psychology and Public Media
Volume number: Vol.9
ISSN：2753-7048(Print) / 2753-7056(Online)

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References

[1]. W. Harlen & R. Deakin Crick, Testing and motivation for learning, vol. 10, Assessment in Edu;cation: principles, policy & practice, 2003, pp. 169-207.

[2]. N. A. Purnama, N. S. Rahayu & R. Yugafiati, Students’ motivation in learning English, vol. 2, PROJECT (Professional Journal of English Education), 2019, pp. 539.

[3]. K. Goldschmidt, (2020). The COVID-19 pandemic: Technology use to support the wellbeing of children, vol. 53, Journal of pediatric nursing, 2020, pp. 88.

[4]. D. Nambiar, The impact of online learning during COVID-19: students’ and teachers’ perspective, vol. 8, The International Journal of Indian Psychology, 2020, pp. 783-793.

[5]. M. H. Lin, & H. G. Chen, A study of the effects of digital learning on learning motivation and learning outcome, vol.13, Eurasia Journal of Mathematics, Science and Technology Education, 2017, pp. 3553-3564.

[6]. P. Y. Oudeyer, J.Gottlieb & M.Lopes, Intrinsic motivation, curiosity, and learning: Theory and applications in educational technologies, vol. 229, Progress in brain research, 2016, pp. 257-284.

[7]. H. Chris & H. Teresa, An Important Piece of the Student Motivation Puzzle, FutureEd, https://www.future-ed.org/reversing-the-decline-in-student-motivation/

[8]. E. M. Anderman & H. Patrick, Achievement goal theory, conceptualization of ability/intelligence, and classroom climate. Handbook of research on student engagement, 2012, pp. 173-191.

[9]. A. J. Elliot & M. V. Covington, Approach and avoidance motivation, vol.13, Educational psychology review, 2001, pp. 73-92.

[10]. A. J. Elliot, M. M. Shell, K. B. Henry & M. A. Maier, Achievement Goals, Performance Contingencies, and Performance Attainment: An Experimental Test, vol. 97, Journal of Educational Psychology, 2005, pp. 630–640.

[11]. S. Tadesse & W. Muluye, The impact of COVID-19 pandemic on education system in developing countries: a review, vol. 8, Open Journal of Social Sciences, 2020, pp. 159-170.

[12]. C. Heeter, Y. H. Lee, B. Medler & B. Magerko, Beyond player types: gaming achievement goal, In Proceedings of the 2011 ACM SIGGRAPH symposium on video games, 2011, pp. 43-48.

[13]. J. Q. Lee, D. M. McInerney, G. A. D. Liem & Y. P. Ortiga, The relationship between future goals and achievement goal orientations: An intrinsic–extrinsic motivation perspective, vol. 35, Contemporary Educational Psychology, 2010, pp. 264-279.

[14]. B. Williamson, R. Eynon & J. Potter, Pandemic politics, pedagogies and practices: digital technologies and distance education during the coronavirus emergency, vol. 45, Learning, Media and Technology, 2020, pp. 107-114.

[15]. K. Mukhtar, K. Javed, M. Arooj & A. Sethi, Advantages, Limitations and Recommendations for online learning during COVID-19 pandemic era. Vol. 36, Pakistan journal of medical sciences, 2020, pp. S27.

[16]. M. W. Alexander, A. D. Truell & J. J. Zhao, Expected advantages and disadvantages of online learning: Perceptions from college students who have not taken online courses, vol. 13, Issues in Information Systems, 2012, pp. 193-200.

[17]. N. Hasan & N. H. Khan, Online teaching-learning during covid-19 pandemic: students’ perspective, vol.8, The Online Journal of Distance Education and e-Learning, 2020, pp. 202-213.

[18]. J. Chang, Y. Yuan & D. Wang, Mental health status and its influencing factors among college students during the epidemic of COVID-19, Nan Fang Yi Ke Da Xue Xue Bao, 2020, pp. 171-176.

[19]. C. C. Sutter-Brandenberger, G. Hagenauer & T. Hascher, Students’ self-determined motivation and negative emotions in mathematics in lower secondary education—Investigating reciprocal relations, vol.55, Contemporary Educational Psychology, 2018, pp. 166-175.

[20]. P. Z. R. Agustina & T. H. Cheng, How students’ perspectives about online learning amid the COVID-19 pandemic?, vol.1, Studies in Learning and Teaching, 2020, pp. 133-139.

[21]. T. Daymont, G. Blau & D. Campbell, Deciding between traditional and online formats: Exploring the role of learning advantages, flexibility, and compensatory adaptation, vol. 12, Journal of Behavioral and Applied Management, 2011, pp. 156.

[22]. A. Rehman & K. Haider, The impact of motivation on learning of secondary school students in Karachi: An analytical study, vol. 2, Educational Research International, 2013, pp. 139-147.

[23]. J. Davies & M. Graff, Performance in e‐learning: online participation and student grades, vol. 36British Journal of Educational Technology, 2005, pp. 657-663.

[24]. P. Lam & A. Tong, Digital Devices in Classroom--Hesitations of Teachers-to-Be, vol.10, Electronic Journal of e-Learning, 2012, pp. 387-395.

[25]. L. Efriana, Problems of online learning during COVID-19 pandemic in EFL classroom and the solution, JELITA, 2021, pp. 38-47.

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