Abstract
This study explores the influence of class recordings on college students' learning experiences through the lens of Self-Determination Theory (SDT). The utilization of class recordings in higher education has proliferated, yet systematic examinations of their impact on students' sense of autonomy, competence, and relatedness remain sparse.
Adopting a qualitative methodological approach, we conducted online semi-structured interviews with 51 college students in Hong Kong. The aim was to gain a deep understanding of their experiences using class recordings and how these tools impacted their intrinsic and extrinsic motivation to learn.
Data were analyzed using a thematic analysis procedure, which allowed for the extraction of meaningful patterns and themes from the rich narrative data. This iterative process ensured that the emergent themes were grounded in the participants' lived experiences and perceptions.
The findings reveal that class recordings significantly enhance students' feelings of autonomy and competence. Students reported greater control over their learning process and an increased ability to understand and engage with the course content at their own pace. However, the use of class recordings has limited impacts on their sense of relatedness, possibly due to the less interactive nature of this learning modality.
Interestingly, the nature of motivation reported by students was predominantly externally regulated. This suggests that while class recordings can facilitate certain aspects of self-determined learning, they may not inherently drive intrinsic motivation.
This research underscores the nuanced impacts of class recordings on students' learning experiences, shedding light on their potential benefits and limitations. It provides valuable insights for educators and policy-makers seeking to optimize digital learning tools in higher education.
Adopting a qualitative methodological approach, we conducted online semi-structured interviews with 51 college students in Hong Kong. The aim was to gain a deep understanding of their experiences using class recordings and how these tools impacted their intrinsic and extrinsic motivation to learn.
Data were analyzed using a thematic analysis procedure, which allowed for the extraction of meaningful patterns and themes from the rich narrative data. This iterative process ensured that the emergent themes were grounded in the participants' lived experiences and perceptions.
The findings reveal that class recordings significantly enhance students' feelings of autonomy and competence. Students reported greater control over their learning process and an increased ability to understand and engage with the course content at their own pace. However, the use of class recordings has limited impacts on their sense of relatedness, possibly due to the less interactive nature of this learning modality.
Interestingly, the nature of motivation reported by students was predominantly externally regulated. This suggests that while class recordings can facilitate certain aspects of self-determined learning, they may not inherently drive intrinsic motivation.
This research underscores the nuanced impacts of class recordings on students' learning experiences, shedding light on their potential benefits and limitations. It provides valuable insights for educators and policy-makers seeking to optimize digital learning tools in higher education.
| Original language | English |
|---|---|
| Publication status | Published - 18 Nov 2023 |
| Event | Conference for Higher Education Research (CHER) – Hong Kong 2023: Education for Sustainability: Navigating the Changing Landscape of Higher Education - Lingnan University, Hong Kong, Hong Kong Duration: 17 Nov 2023 → 18 Nov 2023 https://www.ln.edu.hk/sgs/cher2023 |
Conference
| Conference | Conference for Higher Education Research (CHER) – Hong Kong 2023: Education for Sustainability: Navigating the Changing Landscape of Higher Education |
|---|---|
| Country/Territory | Hong Kong |
| City | Hong Kong |
| Period | 17/11/23 → 18/11/23 |
| Other | The impact of ChatGPT is being felt across higher education globally, but it represents just one of the emerging research directions in this field. The landscape of higher education has been evolving constantly, with practitioners encountering a diverse range of challenges and opportunities. In order to establish a sustainable higher education environment that can keep pace with society's advancements, it is crucial to facilitate collaboration between universities and institutional leaders to exchange best practices, develop innovative curricula and pedagogy that accommodate changes in technology, ensure that access to learning is equitable and society's advancements does not exacerbate educational disparities, and address the emotional and social needs of students in response to the evolving landscape of higher education. |
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