Abstract
This study investigates the extent to which students’ motivation has changed following the decision to offer all courses entirely online as an emergency remote teaching (ERT). Many scholars describe online learning as the future of education. This mode will soon replace on-campus instruction; thus, such a study is important for higher education institutions (HEIs) that decide to use technology platforms at the times of unpredicted crises. Recent research has focused attention on student motivation in online learning contexts. However, this project results from the sudden transformation to remote online learning caused by COVID-19. The study involved 20 students from an Omani university who participated in four focused group discussions. The findings revealed that students’ motivation in remote online learning is impacted by several academic factors (e.g., teachers and lack of group work) and non-academic factors (e.g., internet connectivity and family obligations).
Highlights
COVID-19 has unprecedentedly hit the world and crippled many social and economic sectors, including higher education (Tamrat 2020; Rahiem 2021)
In Oman, the Covid-19 Supreme Committee announced the suspension of all classes in Higher Education Institutions and asked the concerned to look for alternatives to face-to-face education (“Covid-19 Supreme Committee Holds First Meeting”, 2020)
This study argues that online learning is different from emergency remote teaching (ERT), it is fair to claim that the use of self-determination theory (SDT) to study motivation in an ERT context is similar to using SDT to study motivation in an online learning setting for two reasons
Summary
COVID-19 has unprecedentedly hit the world and crippled many social and economic sectors, including higher education (Tamrat 2020; Rahiem 2021). The responses depended on the number of students and the governments‟ structures. These measures included temporary campus closures, the complete shift of education from face-to-face to online instruction, or classes offered on campus with strict social distancing measures. As the pandemic continued to threaten people‟s lives, students have been unable to attend their colleges and universities until recently, necessitating the classes‟ delivery using various electronic platforms. This complete shift to online learning was a new experience that came with unforeseen challenges for students, teachers and administrators (Mohmmed et al, 2020)
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