Learning from a pandemic : a qualitative case study examining the impact of the COVID-19 pandemic on student motivation at the University of New Mexico.

Public health protocols necessitated by the COVID-19 pandemic prompted school closures and forced education programs to transition to remote instruction. However, time constrictions did not allow for the proper pedagogical design to support the structure and relationships needed for effective distance learning. As a result, faculty and students alike were unprepared for online learning. In addition, the protocols included physical quarantine mandates that called for limited face-to-face contact with people outside of the same living space. Based on Ryan and Deci’s (2000) self-determination theory, this qualitative descriptive single case study examined the impact of the COVID-19 pandemic on the motivation and mental health of undergraduate students at the University of New Mexico. Using qualitative inquiry strategies, this study appraised the experiences of students who were enrolled in face-to-face courses at the onset of the pandemic. I used criterion-based purposeful sampling to identify the six participants chosen for the study. Through a focus group and individual qualitative interviews, I collected information relating to the participant’s first-hand experiences with the transition to emergency distance learning and physical quarantine that began in March 2020. Participants also had an optional opportunity to anonymously submit any artifacts related to the pandemic. I conducted thematic and framework analyses to identify themes and interpret the findings. The findings from this study discovered that during EDL, students lacked self-discipline and focus, believed they missed important lessons, and reported significantly decreased engagement in coursework which affected their competence. Students experienced changes to their autonomy, including spending more time on social media and less time on physical activities. Participants also described a lack of separation between life, work, and school due to the physical quarantine. This study revealed decreased motivation and increased anxiety among the study participants disrupting their need for relatedness. Implications of this study include suggestions for creating need-supportive learning environments and improving crisis preparedness protocols in the event of future crises.