Andrew DiVito

Proceedings of the 14th International Conference on Society and Information Technologies: ICSIT 2023, pp. 1-5 (2023); https://doi.org/10.54808/ICSIT2023.01.1

Andrew DiVito
Faculty of Education, Ontario Tech University, Oshawa, Ontario, Canada

Cite this paper as:
DiVito, A. (2023). Researching Pre-service Teacher Autonomy in Synchronous Online Learning. In N. Callaos, L. Robertson, B. Sánchez, T. Tran (Eds.), Proceedings of the 14th International Conference on Society and Information Technologies: ICSIT 2023, pp. 1-5. International Institute of Informatics and Cybernetics. https://doi.org/10.54808/ICSIT2023.01.1

In this paper, the author reports results from a qualitative research study that utilized Self-Determination Theory (SDT) to explore whether pre-service teachers’ SDT needs (autonomy, competence, and relatedness) could be fulfilled within a synchronous online learning environment. The focus of this paper is autonomy and the satisfaction of the autonomy need within the SDT pathway. SDT addresses how the sociocultural conditions an individual experiences influence their motivation, development, and wellness. An individual who experiences sociocultural conditions that satisfy their needs for autonomy, competence, and relatedness will develop autonomous motivation. As course instruction moves online, it is important to understand if and how online learning spaces can impact learner autonomy and motivation. The findings of this study reveal a code network that outlines a pathway from course facilitator to course structure to agency to interest to motivation and finally to improved learning outcomes (Figure 1). These findings suggest learners’ need for autonomy can be satisfied within synchronous online learning environments. They also suggest that student voice and choice is linked to student engagement and success within synchronous online learning environments. The implications of this study will inform course design within online learning environments.