We’re in This Together: Student Motivation and Faculty Support in Online Degree Advancement during the COVID-19 Pandemic

The purpose of this study was to identify the motivation for continued learning and degree attainment in online degree advancement (DA) respiratory care students (those with an associate degree pursuing a bachelor's degree) during a pandemic and the types of support needed for academic success in the online learning environment. The design of the study was convergent mixed-methods descriptive survey research. Items from the Academic Motivation Scale-College Version (AMS-C) were used to assess the construct. Additionally, open-ended questions allowed for narrative responses related to the pandemic pressures, motivation regulation, and faculty support. One hundred twenty-three students completed various components of the survey. Respondents were both intrinsically and extrinsically motivated to continue to pursue their advanced degrees despite the pandemic. Students self-identified as being determined to achieve their goals and that support from family, friends, colleagues, and faculty helped them achieve their goals along with their instructors' flexibility which helped ensure student success during the pandemic. Despite the pandemic, respiratory therapy (RT) students pursuing an advanced degree are self-determined and have a genuine love of learning, which helps regulate their motivation to continue. DA students in respiratory care appreciated flexible and supportive instructors in meeting their academic needs. © Common Ground Research Networks, Kristen McHenry, Thomas J. Wing.