Hite R L, Childers G, Gottlieb J, Velasco R, Johnson L, Williams G B, Griffith K, Dwyer J
College of Education, Texas Tech University, 3002 18th Street, Lubbock, TX 79409 USA.
College of Education, The University of Iowa, 240 South Madison Street, Iowa City, IA 52242 USA.
Int J STEM Educ. 2021;8(1):55. doi: 10.1186/s40594-021-00312-0. Epub 2021 Oct 16.
The Learning Assistant (LA) model with its subsequent support and training has evidenced significant gains for undergraduate STEM learning and persistence, especially in high-stakes courses like Calculus. Yet, when a swift and unexpected transition occurs from face-to-face to online, remote learning of the LA environment, it is unknown how LAs are able to maintain their motivation (competence, autonomy, and relatedness), adapt to these new challenges, and sustain their student-centered efforts. This study used Self-Determination Theory (SDT) to model theoretical aspects of LAs' motivations (persistence and performance) both before and after changes were made in delivery of a Calculus II course at Texas Tech University due to COVID-19 interruptions.
Analysis of weekly written reflections, a focus group session, and a post-course questionnaire of 13 Calculus II LAs throughout Spring semester of 2020 showed that LAs' reports of competence proportionally decreased when they transitioned online, which was followed by a moderate proportional increase in reports of autonomy (actions they took to adapt to distance instruction) and a dramatic proportional increase in reports of relatedness (to build structures for maintaining communication and building community with undergraduate students).
Relatedness emerged as the most salient factor from SDT to maintain LA self-determination due to the COVID-19 facilitated interruption to course delivery in a high-stakes undergraduate STEM course. Given that online learning continues during the pandemic and is likely to continue after, this research provides an understanding to how LAs responded to this event and the mounting importance of relatedness when LAs are working with undergraduate STEM learners. Programmatic recommendations are given for enhancing LA preparation including selecting LAs for autonomy and relatedness factors (in addition to competence), modeling mentoring for remote learners, and coaching in best practices for online instruction.
学习助理（LA）模式及其后续的支持与培训已证明对本科理工科学习及坚持学习有显著成效，尤其是在像微积分这样的高风险课程中。然而，当从面对面教学迅速且意外地过渡到在线远程学习的LA环境时，尚不清楚学习助理如何能够保持其动机（能力、自主性和关联性），适应这些新挑战，并维持以学生为中心的努力。本研究运用自我决定理论（SDT）对德克萨斯理工大学因COVID-19中断而改变微积分II课程授课方式前后学习助理的动机（坚持性和表现）的理论方面进行建模。
对2020年春季学期13名微积分II学习助理的每周书面反思、焦点小组会议及课程后调查问卷的分析表明，学习助理在过渡到在线学习时，其能力报告按比例下降，随后自主性报告（他们为适应远程教学所采取的行动）适度按比例增加，关联性报告（为与本科生保持沟通和建立社区而构建的结构）急剧按比例增加。
由于COVID-19导致高风险本科理工科课程授课中断，关联性成为自我决定理论中维持学习助理自我决定的最显著因素。鉴于疫情期间在线学习持续进行且可能在之后继续，本研究有助于理解学习助理如何应对这一事件以及在学习助理与本科理工科学习者合作时关联性日益重要的情况。针对加强学习助理准备工作提出了程序性建议，包括根据自主性和关联性因素（除能力外）选拔学习助理、为远程学习者示范指导方式以及在线教学最佳实践辅导。
