Evaluation of Students' Engagement, Outcomes, and Satisfaction vis-à-vis Motivational Techniques in Online Teaching

Evaluation of Students' Engagement, Outcomes, and Satisfaction vis-à-vis Motivational Techniques in Online Teaching

Sandhya Gupta
Copyright: © 2023 |Pages: 24
DOI: 10.4018/978-1-6684-4533-4.ch019
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Abstract

With the advent of corona virus, the functioning of higher academic institutions has come to a halt. The academic institutions were put under a lot of pressure to deal with the unparalleled transition from conventional to digital learning as a result of the shutdown. Faculty performs an important role in attempting to make learning fun, shaping pupils' perceptions and personal qualities, and assisting students in passing. The knowledge and expertise of educators will influence how they furnish lessons and utilize instructional and motivational strategies in an educational setting. Therefore, the purpose of this chapter is to explore the connection among instructional and motivational strategies, students' engagement, outcomes, satisfaction, and transactional distance among college students with the help of standardized tools. Results revealed that motivational and instructional strategies emerged as significant predictors of students' engagement, outcomes, and satisfaction.
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Introduction

Motivation of an educator plays a pivotal role in pupils’ learning. With the advent of COVID 19 pandemic, universities switched to online teaching and it requires teachers to be apt in conducting classes digitally and to maintain theirs as well as students’ motivation to learn and also impacted the teacher-pupil interaction pattern. This is because digital classrooms somehow restricted students’ engagement in terms of effective learning prospects, like partaking in collaborative group activities, having pupils facilitate presentations and discussions and actively pooling resources, are all examples of positive personal experiences of students. Likewise, teachers’ motivational strategies to foster learners’ desire to achieve their goals and to help them maintain their persistence and enthusiasm for learning are greatly hampered. Consequently, it may affect pupils’ motivation to learn. Therefore, this chapter attempts to assess the perception of pupils in terms of the role of instructional strategies, motivational strategies and transactional distance on student engagement, outcomes and satisfaction among college students in the wake of COVID 19 situation.

Background

With the propagation of COVID-19, numerous nations have announced the closing of all higher academic institutions. Academic institutions have arrived to a halt in their operations (Muthuprasad et al., 2021). The academic institutions were put under a lot of pressure to deal with the unparalleled shift from the conventional to digital learning as a result of the shutdown (Bast, 2021; Baczek et al., 2021). COVID-19 promotes the culture of digital instruction throughout the world (Beteille et al., 2020). Students benefit from online teaching because they can obtain materials at any point of time (Stern, 2020). Digital learning reshapes education into a pupil-centered experience in which pupils partake in the learning process and instructors serve as mentors and supervisors (Al-Salman et al., 2021).

Faculty serves a vital role in attempting to make learning fun, shaping pupils' perceptions and personal qualities, and assisting learners in passing exams (Almahasees et al., 2021). The way educators carry out their responsibilities has an impact on pupils' accomplishment, motivation and satisfaction with digital courses (Sason et al., 2022). The knowledge and expertise of instructors will influence how they convey lessons and employ instructional strategies in their learning and teaching (Mishra & Mehta, 2017).

Motivation

Among above mentioned factors, motivation is a key to pupils’ learning. It propels human behaviour and is required for pupils to gain knowledge. Pupils' motivation to learn can be seen in their behavioural engagement, which is the degree to which they participate in educational exercises (Nasstrom et al., 2021). Pupils may be motivated in a variety of ways. Pupils with self-governing motivation actively engage in active learning because they discover them innately exciting and they feel capable and autonomous while doing so, or because they recognise it individually beneficial to do so as a way of accomplishing beneficial results. Pupils with regulated motivation, on the contrary, may feel compelled to participate in order to obtain external rewards, to avert punishment or feeling guilty, or to achieve pride. The type of motivation that students have has an impact on their learning but it partly depends on the motivation of educators to teach.

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