Student teachers’ agency in the transition to emergency online learning

Abstract

This study was conducted during the transition to emergency online learning, imposed by the spread of a worldwide pandemic known as COVID-19. The study aimed to examine the factors that influenced student agency during this sudden transition to synchronous online learning in the College of Education at Qatar University. By adopting a mixed methods research design, a total of 202 student teachers responded to a newly developed survey which explored four factors known to influence agency, and provided numerical data on their perceptions towards these factors. Results indicated a three-factor structure, namely: motivation and self-efficacy beliefs; self-regulated learning; and socio-cultural support. Following initial quantitative analysis, nine student teachers were recruited to engage in in-depth interviews. Qualitative analysis supported the theoretical framework of the factors influencing student agency, and further provided a nuanced understanding of the particularities involved in the way these factors were manifested within this novel context. Implications of the findings on the future implementation of emergency online learning are discussed.