Jahr Andres, Meza Javiera, Munoz-Gama Jorge, Herskovic Luis, Herskovic Valeria
Department of Computer Science, Pontificia Universidad Católica de Chile, Santiago, Chile.
Escuela de Gobierno, Universidad Adolfo Ibáñez, Santiago, Chile.
PeerJ Comput Sci. 2024 Jan 12;10:e1787. doi: 10.7717/peerj-cs.1787. eCollection 2024.
Emergency remote teaching is a temporary change in the way education occurs, whereby an educational system unexpectedly becomes entirely remote. This article analyzes the motivation of students undertaking a university course over one semester of emergency remote teaching in the context of the COVID-19 pandemic. University students undertaking a programming course were surveyed three times during one semester, about motivation and COVID concern. This work explores which student motivation profiles existed, how motivation evolved, and whether concern about the pandemic was a factor affecting motivation throughout the course. The most adaptive profile was highly motivated, more prepared and less frustrated by the conditions of the course. However, this cluster experienced the highest levels of COVID-19 concern. The least adaptive cluster behaved as a mirror image of the most adaptive cluster. Clear differences were found between the clusters that showed the most and least concern about COVID-19.
应急远程教学是教育发生方式的一种临时改变，即教育系统意外地完全转变为远程教学。本文分析了在新冠疫情背景下，学生在一个学期的应急远程教学中修读大学课程的动机。在一个学期内，对修读编程课程的大学生就动机和对新冠疫情的担忧进行了三次调查。这项研究探讨了存在哪些学生动机类型、动机如何演变，以及在整个课程中对疫情的担忧是否是影响动机的一个因素。适应性最强的类型是积极性高、准备更充分且对课程条件的挫败感较低。然而，这一组对新冠疫情的担忧程度最高。适应性最差的一组表现为适应性最强一组的镜像。在对新冠疫情最为担忧和最不担忧的两组之间发现了明显差异。
