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

Abstract

When the COVID-19 pandemic began, science instruction in many countries, including Israel, shifted from face-to-face (F2F) instruction to distance learning (DL). DL made new professional demands on the teachers, who were largely unaccustomed to teaching in this environment. Using goal orientation theory and the TARGETS framework, this study investigated shifts in Israeli junior high school students’ science motivation, their perceptions of their science teachers’ motivational practices, and the relations between them, shifts that were associated with the transition from F2F instruction to DL. We surveyed (n = 137) and interviewed (n = 11) students who learned with the same six science teachers before (F2F instruction) and after (DL) the pandemic began. A significant drop in students’ science motivation was identified when they compared their motivation during F2F instruction to that during DL. Several changes to the students’ perceptions of their science teachers’ motivational practices in the Task, Autonomy/Authority and Time dimensions of TARGETS were identified as possible antecedents to the decline in the students’ science motivation. Recommendations are made regarding motivational practices that may support students’ science motivation, in both F2F and DL environments.