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RESEARCH PAPER
Adult Learners’ Responses to Online Learning: A Qualitative Analysis Grounded in Self-determination Theory
1
Institute of Psychology and Education, Kazan (Volga region) Federal University, 420008, Kremlevskaya 18, Kazan, RUSSIA
2
Warner School of Education and Human Development, University of Rochester, Rochester, 305 Schlgel Hall, New York, USA
3
International Laboratory of Positive Psychology of Personality and Motivation, National Research University Higher School of Economics, 101000, Myasnitskaya 20, Moscow, RUSSIA
4
Department of Pedagogy and Medical Psychology, I.M. Sechenov First Moscow State Medical University (Sechenov University), 119435, Bol’shaya Pirogovskaya 2, Moscow, RUSSIA
Publication date: 2021-08-24
EURASIA J. Math., Sci Tech. Ed 2021;17(10):em2011
KEYWORDS
basic psychological needsinternal motivationdigital educationqualitative methodsonline learningself-determination theory
ABSTRACT
At a time when educators in many countries are adopting digital technology in their classrooms,
whether by choice or mandate, the question of what the experience of online learning is like for
students remains open and of vital interest. In the present study, adult learners (N = 37) in Russia
were asked to write an essay about their experience of an online course they had taken as part of
their graduate studies. Responses were examined by means of thematic analysis. From the
conceptual framework of self-determination theory, responses were categorized with respect to
psychological needs for autonomy, competence, and relatedness. Adult learners reported their
online courses provided the greatest opportunities to satisfy the need for autonomy, with ample
support for competence as well; however, they struggled in their online courses to find satisfaction
for the relatedness need. The present study identified those elements of online courses that
correspond with and facilitate the satisfaction of each of the three basic psychological needs.
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