ABSTRACT

This study was conducted during the transition to emergency online learning, imposed by the spread of a worldwide pandemic known as COVID-19. The study aimed to examine the factors that influenced student agency during this sudden transition to synchronous online learning in the College of Education at Qatar University. By adopting a mixed methods research design, a total of 202 student teachers responded to a newly developed survey which explored four factors known to influence agency, and provided numerical data on their perceptions towards these factors. Results indicated a three-factor structure, namely: motivation and self-efficacy beliefs; self-regulated learning; and socio-cultural support. Following initial quantitative analysis, nine student teachers were recruited to engage in in-depth interviews. Qualitative analysis supported the theoretical framework of the factors influencing student agency, and further provided a nuanced understanding of the particularities involved in the way these factors were manifested within this novel context. Implications of the findings on the future implementation of emergency online learning are discussed.

摘要

这项研究是在向紧急在线学习过渡的过程中进行的，这是由全球大流行COVID-19的流行所引起的。这项研究旨在探讨卡塔尔大学教育学院向在线同步学习突然过渡期间影响学生代理的因素。通过采用混合方法研究设计，总共202名学生教师对一项新近发展的调查做出了回应，该调查探索了影响代理的四个已知因素，并提供了他们对这些因素的看法的数值数据。结果表明了三因素结构，即：动机和自我效能感信念；自我调节学习；和社会文化支持。在进行初步定量分析之后，招募了九名学生教师进行深入访谈。定性分析支持了影响学生代理的因素的理论框架，并进一步提供了对在这些新颖的语境中体现这些因素的方式所涉及的特殊性的细微理解。讨论了研究结果对紧急在线学习的未来实施的影响。