July 26, 2021
July 26, 2021
July 19, 2022
The evidence-based practice paper will describe a study investigating the remote students’ intrinsic motivation in different engineering lab modes. One of the challenging tasks in engineering education is to improve and maintain students' motivation and retention in STEM disciplines. During the COVID-19 pandemic, students at some universities chose to be either online or in-person, which generates a problem for educators on how to keep hybrid teamwork and collaboration high quality. It is widely self-reported that the remote students feel isolated from the in-person team members due to a lack of social presence. The in-person students also complain about less engagement from the remote students. Self-determination theory specifically addresses the relationship between human motivation and relatedness (meaningful relationships and interactions with other people). There are two key research questions to be answered in this study. One is how self-determination theory may be used to understand the remote students' motivation. The other one is which lab collaboration mode is best for remote students: in-person centered; remote-only and in-person only; or hybrid mode. An IRB protocol was approved to conduct a post-lab survey, centering on students' feedback of those three different lab modes in Fall 2020. Both qualitative and quantitative answers were assessed. The results showed the students are more engaged in the lab process in hybrid mode, in comparison with in-person-centered labs and in-person only and remote only. Therefore, this study suggests that having a hybrid learning environment improves remote students' participation and motivation.
Li, R., & Bringardner, J. (2021, July), Understanding Remote Student Motivation in Hybrid and Remote Engineering Lab Modes Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37963
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