HomePublicationsOpen Access SeriesOnline, Open, and Equitable EducationSection 1 Chapter 3: The Importance of Teamwork for First-Year Students' Motivation and Belonging during COVID Online Delivery: A Canadian Engineering Case StudyDownload Chapter Book MenuOnline, Open, and Equitable Education SectionsSection 1Section 2ChaptersChapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 6Chapter 7Chapter 8Chapter 9Chapter 10Chapter 11Chapter 12Book Resources Contributors Download BookOpen access PDFdoi.org/10.36284/celelon.oa7ISBN: 978-1-951414-12-2July 20243.7 MBMetrics: 1136 views | 271 downloadsISBN: 978-1-951414-13-9Print Edition Coming Soon Janice Miller-Young, Marnie V. Jamieson, and Seth BeckThis chapter explores the impact of teamwork on the motivation and belonging of first-year engineering students during online course delivery due to COVID-19, using a Canadian engineering case study. The course was redesigned to enhance student engagement through asynchronous lectures and synchronous teamwork, incorporating game elements to support autonomy and self-efficacy. A mixed-method questionnaire completed by 180 students indicated positive responses regarding the support of their autonomy, self-efficacy, and sense of belonging. A significant 67% felt that team activities increased their motivation, while only 8% were dissatisfied with their online team experience. The study utilizes Self-Determination Theory to analyze student experiences and suggests that well-structured team-based activities can enhance students’ online learning experiences by meeting their psychological needs for autonomy, competence, and relatedness. Chapter DOI: https://doi.org/10.36284/celelon.oa7.3. Discussion Questions How did the asynchronous lectures and synchronous teamwork contribute to student motivation and engagement in the course? In what ways did the introduction of game elements influence student autonomy and self-efficacy? What were the specific challenges faced in fostering a sense of belonging among students in an online environment, and how were these addressed? How did the course redesign using Self-Determination Theory impact students’ perceptions of their learning experience? What are the implications of these findings for the design of other online or blended, team-based learning courses in different contexts or disciplines? Based on the study’s findings, what further adjustments could be made to improve student experiences in similar online courses? Share:
