Assessment for Learning in face-to-face and in emergency virtual teaching at university: satisfaction and frustration of students’ Basic Psychological Needs

The satisfaction and frustration of basic psychological needs (BPN) in Assessment for Learning (AfL)-based interventions in the context of Physical Education Teacher Education is a research area that has not received much attention. This study measures students’ BPN in two consecutive cohorts (face-...

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Detalhes bibliográficos
Autores: Lorente-Catalán, Eloisa, Leão Pereira, Ana Flávia, Castel Vilalta, David, Joven Pérez, Alfredo
Formato: artículo
Estado:Versión publicada
Fecha de publicación:2023
País:España
Recursos:Universitat de Lleida (UdL)
Repositorio:Repositori Obert UdL
OAI Identifier:oai:repositori.udl.cat:10459.1/468468
Acesso em linha:https://doi.org/10.12800/ccd. v18i55.1958
https://hdl.handle.net/10459.1/468468
Access Level:acceso abierto
Palavra-chave:Formative assessment
Self-determination theory
Motivation
Physical Education Teacher Education
Evaluación formativa
Teoría de la autodeterminación
Motivación
Formación Inicial Profesorado de Educación Física
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network_acronym_str ES
network_name_str España
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dc.title.none.fl_str_mv Assessment for Learning in face-to-face and in emergency virtual teaching at university: satisfaction and frustration of students’ Basic Psychological Needs
Evaluación para el aprendizaje en enseñanza presencial y virtual de emergencia en la universidad: satisfacción y frustración de las Necesidades Psicológicas Básicas del estudiantado
title Assessment for Learning in face-to-face and in emergency virtual teaching at university: satisfaction and frustration of students’ Basic Psychological Needs
spellingShingle Assessment for Learning in face-to-face and in emergency virtual teaching at university: satisfaction and frustration of students’ Basic Psychological Needs
Lorente-Catalán, Eloisa
Formative assessment
Self-determination theory
Motivation
Physical Education Teacher Education
Evaluación formativa
Teoría de la autodeterminación
Motivación
Formación Inicial Profesorado de Educación Física
title_short Assessment for Learning in face-to-face and in emergency virtual teaching at university: satisfaction and frustration of students’ Basic Psychological Needs
title_full Assessment for Learning in face-to-face and in emergency virtual teaching at university: satisfaction and frustration of students’ Basic Psychological Needs
title_fullStr Assessment for Learning in face-to-face and in emergency virtual teaching at university: satisfaction and frustration of students’ Basic Psychological Needs
title_full_unstemmed Assessment for Learning in face-to-face and in emergency virtual teaching at university: satisfaction and frustration of students’ Basic Psychological Needs
title_sort Assessment for Learning in face-to-face and in emergency virtual teaching at university: satisfaction and frustration of students’ Basic Psychological Needs
dc.creator.none.fl_str_mv Lorente-Catalán, Eloisa
Leão Pereira, Ana Flávia
Castel Vilalta, David
Joven Pérez, Alfredo
author Lorente-Catalán, Eloisa
author_facet Lorente-Catalán, Eloisa
Leão Pereira, Ana Flávia
Castel Vilalta, David
Joven Pérez, Alfredo
author_role author
author2 Leão Pereira, Ana Flávia
Castel Vilalta, David
Joven Pérez, Alfredo
author2_role author
author
author
dc.subject.none.fl_str_mv Formative assessment
Self-determination theory
Motivation
Physical Education Teacher Education
Evaluación formativa
Teoría de la autodeterminación
Motivación
Formación Inicial Profesorado de Educación Física
topic Formative assessment
Self-determination theory
Motivation
Physical Education Teacher Education
Evaluación formativa
Teoría de la autodeterminación
Motivación
Formación Inicial Profesorado de Educación Física
description The satisfaction and frustration of basic psychological needs (BPN) in Assessment for Learning (AfL)-based interventions in the context of Physical Education Teacher Education is a research area that has not received much attention. This study measures students’ BPN in two consecutive cohorts (face-to-face and emergency virtual teaching) during a module at university that uses AfL in an autonomy supportive learning environment. The Satisfaction and Frustration of the Basic Psychological Needs Scale for Training was administered to fourth year students. Qualitative open-ended questions were incorporated into the questionnaire to deepen on students’ opinions on the experience. The results showed high levels of BPN satisfaction plus low levels of frustration in both face-toface and virtual teaching. Likewise, students confirmed the importance of autonomy, structure and feedback in virtual classes, which supports the idea that autonomy and structure are complementary and not contradictory. It also shows how technologies in virtual teaching generated commitment and learning, favoring continual feedback on tutored work. Although this study contributes to scaling up the empirical evidence of the effects of AfL on motivation, a lot of terrain remains to be explored on its implementation in university contexts that support BPN.
publishDate 2023
dc.date.none.fl_str_mv 2023
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://doi.org/10.12800/ccd. v18i55.1958
https://hdl.handle.net/10459.1/468468
url https://doi.org/10.12800/ccd. v18i55.1958
https://hdl.handle.net/10459.1/468468
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a https://doi.org/10.12800/ccd. v18i55.1958
dc.rights.none.fl_str_mv cc-by-nc-sa (c) Eloísa Lorente-Catalán et al., 2023
Attribution-NonCommercial-ShareAlike 4.0 International
info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by-nc-sa/4.0/
rights_invalid_str_mv cc-by-nc-sa (c) Eloísa Lorente-Catalán et al., 2023
Attribution-NonCommercial-ShareAlike 4.0 International
http://creativecommons.org/licenses/by-nc-sa/4.0/
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Universidad Catolica de San Antonio
publisher.none.fl_str_mv Universidad Catolica de San Antonio
dc.source.none.fl_str_mv reponame:Repositori Obert UdL
instname:Universitat de Lleida (UdL)
instname_str Universitat de Lleida (UdL)
reponame_str Repositori Obert UdL
collection Repositori Obert UdL
repository.name.fl_str_mv
repository.mail.fl_str_mv
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spelling Assessment for Learning in face-to-face and in emergency virtual teaching at university: satisfaction and frustration of students’ Basic Psychological NeedsEvaluación para el aprendizaje en enseñanza presencial y virtual de emergencia en la universidad: satisfacción y frustración de las Necesidades Psicológicas Básicas del estudiantadoLorente-Catalán, EloisaLeão Pereira, Ana FláviaCastel Vilalta, DavidJoven Pérez, Alfredo Formative assessmentSelf-determination theoryMotivationPhysical Education Teacher EducationEvaluación formativaTeoría de la autodeterminaciónMotivaciónFormación Inicial Profesorado de Educación FísicaThe satisfaction and frustration of basic psychological needs (BPN) in Assessment for Learning (AfL)-based interventions in the context of Physical Education Teacher Education is a research area that has not received much attention. This study measures students’ BPN in two consecutive cohorts (face-to-face and emergency virtual teaching) during a module at university that uses AfL in an autonomy supportive learning environment. The Satisfaction and Frustration of the Basic Psychological Needs Scale for Training was administered to fourth year students. Qualitative open-ended questions were incorporated into the questionnaire to deepen on students’ opinions on the experience. The results showed high levels of BPN satisfaction plus low levels of frustration in both face-toface and virtual teaching. Likewise, students confirmed the importance of autonomy, structure and feedback in virtual classes, which supports the idea that autonomy and structure are complementary and not contradictory. It also shows how technologies in virtual teaching generated commitment and learning, favoring continual feedback on tutored work. Although this study contributes to scaling up the empirical evidence of the effects of AfL on motivation, a lot of terrain remains to be explored on its implementation in university contexts that support BPN.La satisfacción y frustración de las necesidades psicológicas básicas (NPB) en intervenciones que utilizan la Evaluación para el Aprendizaje (EpA) en el contexto de la Formación Inicial del Profesorado de Educación Física, es un área de investigación que no ha recibido mucha atención. Este estudio analiza las NPB del estudiantado en dos cohortes consecutivas (presencial y enseñanza virtual de emergencia) en una asignatura que utiliza la EpA en un entorno de apoyo a la autonomía. La Escala de Satisfacción y Frustración de las Necesidades Psicológicas Básicas para la Formación se administró al alumnado de cuarto curso del Grado de Ciencias de la Actividad Física y Deportes. Se incorporaron al cuestionario preguntas cualitativas abiertas para conocer la opinión del estudiantado sobre la experiencia. Los resultados mostraron un alto nivel de satisfacción con baja frustración de las necesidades tanto en la docencia presencial como virtual. Asimismo, se confirmó la importancia que el estudiantado da a la autonomía, la estructura y la retroalimentación en las clases virtuales, lo que sustenta la idea de que la autonomía y la estructura se complementan y no son contradictorias. También muestra cómo las tecnologías en la enseñanza virtual generaron compromiso y aprendizaje facilitando la retroalimentación continua del trabajo tutorado. Aunque este estudio contribuye a ampliar la evidencia empírica de los efectos de la EpA en la motivación, queda mucho terreno por explorar sobre su implementación en contextos universitarios que apoyen las NPB.Universidad Catolica de San Antonio2023info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://doi.org/10.12800/ccd. v18i55.1958https://hdl.handle.net/10459.1/468468reponame:Repositori Obert UdL instname:Universitat de Lleida (UdL)InglésReproducció del document publicat a https://doi.org/10.12800/ccd. v18i55.1958cc-by-nc-sa (c) Eloísa Lorente-Catalán et al., 2023Attribution-NonCommercial-ShareAlike 4.0 Internationalinfo:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-sa/4.0/oai:repositori.udl.cat:10459.1/4684682026-06-24T12:42:17Z
score 15,812429

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