Maintaining motivation was the most prevalent non-technology challenge students faced learning at a distance¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person · recheck by 2026: baselines and conditions change

Subclaims¶

q2 i? 42% of surveyed students reported staying motivated to do well in the course as a major problem, double the next most frequent challenge (finding a quiet place to work, 20%). → Means 2021

Evidence¶

Means 2021¶

Means, B., Peters, V., Neisler, J., Wiley, K., & Grifths, R. (2021). Lessons from remote learning during COVID-19. Digital Promise. https://doi.org/10.51388/20.500.12265/116

q2 · i? · associational · r2

National undergraduate survey (n = 1,008) listing six potential non-technology challenges. "Maintaining motivation as a major problem (42%)" topped the list, double the next challenge, finding a quiet place (20%). Case study students described zoning out during lectures and procrastinating on recorded lectures without scheduled class meetings.

"The proportion of students who reported maintaining motivation as a major problem (42%) on the survey was double that for the next most frequently experienced challenge (fnding a quiet place to work on the course, a major problem for 20%)."

Discussion¶

Related Claims¶

• Staying motivated was the most prevalent non-technology challenge to completing STEM courses at a distance, reported as a major problem by 45% of students — possibly the same claim (merge candidate)
• Staying motivated was the most pervasive challenge of learning remotely, and students missed instructor feedback, peer collaboration, and hands-on experiences — a narrower finding that bears on this claim
• Motivation, internet connectivity, and hardware/software problems were widespread challenges in remote STEM courses — possibly the same claim (merge candidate)
• The number of challenges a student experienced was strongly associated with post-COVID course satisfaction: 81 percent satisfaction with no challenges versus 32 percent with four or more — related
• Hispanic and low-income students reported more challenges and technology problems after the shift online than non-Hispanic White and higher-income peers; rural students did not differ — related
• Students experiencing more major challenges reported lower satisfaction with their post-COVID STEM course and learning — related
• Personal instructor messages and reflective assignments showed the largest individual associations with online course satisfaction, and personal messages with fewer motivation problems — related