Motivational shifts when moving from face-to-face to distance learning

Figures & data

Table 1. Comparing students’ perceptions of F2F and DL environments^a

Targets dimension	Item	t	p – value	ES
Autonomy/authority	Our science teacher lets us choose how to submit assignments	0.76	n.s.	0.07
Autonomy/authority	Our science teacher lets us choose with whom to work	5.04	***	0.43
Autonomy/authority	Our science teacher decides with whom we shall work	−3.09	**	0.27
Autonomy/authority	Our teacher decides on which topic we will focus	1.52	ns	0.13
Time	I don’t fully understand things and already the teacher moves on	−4.58	***	0.39
Time	Our teacher spends lots of time preparing us for tests	2.36	*	0.20
Time	Our teacher says: ‘We don’t have enough time’	−1.65	n.s.	0.14
Time	We have time to ask questions	2.59	*	0.22
Time	I have time to understand what we are learning	4.68	***	0.40
Task	Most of the time the teacher talks and we have to listen	−3.56	***	0.30
Task	Our teacher gives us workbook assignments	7.90	***	0.68
Task	Our teacher lets us do experiments or make observations	14.5	***	1.24
Task	Our science teacher lets us prepare a presentation	0.83	n.s.	0.07
Task	Our teacher lets us make models	6.97	***	0.60
Task	Our science teacher lets us work in groups	3.97	***	0.34
Task	Our teachers gives us outdoors assignments	10.83	***	0.93

^a Positive t-values indicate a decrease in the perception from F2F to DL. df = 135 for all comparisons. *** < .001; ** < .01; * < .05; n.s. = non-significant.