Purpose

Most students are considered digital natives and are presumably equipped to handle extensive technology use. However, online learning turns students into involuntary telecommuters when it is the primary modality. The prevailing trends of online learning, digital socialization, telehealth and other online services, combined with remote work has increased students' reliance on information and communications technologies (ICTs) for all purposes, which may be overwhelming. We examine how technology overload strains the ability of online learning to meet students' basic psychological needs (BPNs), which can decrease positive outcomes such as academic enjoyment and personal performance.

Design/methodology/approach

Data was collected via an online survey of 542 university students and the proposed model was tested using partial least squares (PLS) regression.

Findings

We find that technology overload can diminish the positive relationship between online learning intensity and BPNs satisfaction, which is alarming because BPNs satisfaction is critical to students' positive experiences. Moreover, we find that technology overload and lack of technology experience can directly drive BPNs frustration, which decreases positive outcomes and increases academic anxiety.

Originality/value

We extend a theoretical framework for telecommuting to examine online learning. Additionally, we consider the role of technology overload and experience both as drivers and as moderators of students' BPNs satisfaction and frustration in online learning. Our results provide valuable insights that can inform efforts to rebalance the deployment of ICTs to facilitate online educational experiences.

中文翻译：

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技术过载对在线学习满足学生基本心理需求能力的调节作用

目的

大多数学生被认为是数字原住民，大概有能力处理广泛的技术使用。然而，当在线学习成为主要方式时，它会将学生变成非自愿的远程办公者。在线学习、数字社交、远程医疗和其他在线服务的流行趋势，再加上远程工作，增加了学生对信息和通信技术 (ICT) 的各种用途的依赖，这可能是压倒性的。我们研究了技术过载如何限制在线学习满足学生基本心理需求 (BPN) 的能力，这会降低积极成果，例如学业享受和个人表现。

设计/方法/方法

通过对 542 名大学生的在线调查收集数据，并使用偏最小二乘 (PLS) 回归测试所提出的模型。

发现

我们发现技术过载会削弱在线学习强度与 BPNs 满意度之间的正相关关系，这令人担忧，因为 BPNs 满意度对学生的积极体验至关重要。此外，我们发现技术过载和缺乏技术经验会直接导致 BPN 受挫，从而降低积极成果并增加学术焦虑。

原创性/价值

我们扩展了远程办公的理论框架来检查在线学习。此外，我们考虑了技术过载和经验作为学生在线学习中 BPN 满意度和挫折感的驱动因素和调节因素的作用。我们的结果提供了宝贵的见解，可以为重新平衡 ICT 部署以促进在线教育体验的努力提供信息。