The influence of technology on self-determination: the case of self-regulated learning in an island university

ABSTRACT

The onset of the COVID-19 pandemic has forced the education sector worldwide, including higher education institutions, to adopt relevant measures for the continuity of teaching and learning while ensuring health safety. Using Self-determination Theory as a lens, this paper presents one of the findings of a developmental study on students’ experiences on a flexible learning delivery model that is anchored on self-regulated learning, implemented in one of the island state universities in the Philippines during the academic year 2020–2021. Specifically, the paper reports one emergent finding: the enabling/supporting and limiting influence of technology on competence, autonomy, and relatedness. In this qualitative descriptive study, the researchers interviewed 45 pre-service teachers. Results revealed that technology has both enabling/supporting and limiting influence on competence, autonomy, and relatedness, implying that strategic and directed technology-related support and policies related thereto are imperative to succeed in self-regulated learning. The later section of the paper provides implications, reflections, and recommendations not only limited to the study context but also the future of self-regulated learning.

KEYWORDS:

• Self-determination theory
• qualitative descriptive research
• technology
• motivation
• self-regulated learning

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Ian Phil Canlas

Ian Phil Canlas (Ph.D. in Education for Sustainable Development) is a senior lecturer of science at the University of Central Asia in the Kyrgyz Republic. He is also a visiting faculty at the School of Graduate Studies at Biliran Province State University, Philippines. His research interests include science education and education for sustainable development around educational and environmental psychology, students’ conceptions, teacher professional development, curriculum, and pedagogy.

Mae V. Ceblano

Mae V. Ceblano (Master of Arts in Science Teaching) is an associate professor at Biliran Province State University – Biliran Campus and is currently doing her doctorate studies in curriculum and instruction at the University of San Carlos, Cebu City, Philippines. Her research interest includes curriculum development and assessment, development and evaluation of instructional materials, and pre-service teacher development.

Vilma P. Gayrama

Vilma P. Gayrama (Master of Arts in Mathematics Teaching) is an associate professor at Biliran Province State University – Biliran Campus and is currently a Ph.D. candidate in research and evaluation at the University of San Carlos, Cebu City, Philippines. Her research interest includes the development, implementation, and assessment of research, extension, and innovations in higher education.

Naneta M. Panit

Naneta M. Panit (Doctor of Education) is an associate professor and the dean of the School of Teacher Education at Biliran Province State University – Biliran Campus. Her research interest includes mathematics education (around mathematics literacy, curriculum development and implementation, instruction and assessment, and teacher professional development) and education leadership and management.