The purpose of this study was to replicate and extend previous work (Chiu, 2021a, 2021b; Vallade et al., 2020) by applying self-determination theory (Deci & Ryan, 1985) to student motivation and engagement in the basic communication course during the shift to online learning in the initial onset of the COVID-19 pandemic. Results indicated that students were most often motivated and engaged through instructor communication and behavior that met their need for relatedness, with a particular emphasis on instructor presence. Theoretical and practical implications of these results are discussed within the context of the basic communication course.
Vallade, Jessalyn I.; Kaufmann, Renee; and Frey, T. Kody
"Examining Motivation in Turbulent Times: A Self-Determination Theory Replication,"
Basic Communication Course Annual: Vol. 34, Article 7.
Available at: https://ecommons.udayton.edu/bcca/vol34/iss1/7