Restructuring Maslow’s Hierarchy of Needs In The Context of Online Education

By: Tanisha Tulsyan

Abstract

It was in 1943 a Psychologist Mr. Abraham Harold Maslow suggested his Theory of Human Motivation. His theory is one popular and extensively cited theory of motivation. Maslow's theory is based on the Hierarchy of Human Needs. According to Maslow, human behavior is related to his needs. It is adjusted as per the nature of needs to be satisfied. In hierarchy of needs theory, Maslow identified five types / sets of human need arranged in a hierarchy of their importance and priority. He concluded that when one set of needs is satisfied, it ceases to be a motivating factor. 

From the bottom of the hierarchy upwards, the needs are: physiological, safety, love and belonging, esteem and self actualization. 

This five stage model can be divided into deficiency needs and growth needs. The first four levels are often referred to as deficiency needs (D-needs), and the top level is known as growth or being needs (B-needs). The deficiency needs are said to motivate people when they are unmet. Also, the need to fulfil such needs will become stronger the longer the duration they are denied. 

Maslow stated that certain needs take precedence over others and people are motivated to achieve it. 

According to the original hierarchy of needs five stage model includes: 

1. Psychological Needs- These include requirements for human survival, e.g. air,food, drink, shelter, sleep, warmth. To function optimally these needs are to be satisfied by the human body. Maslow stated that psychological needs are the most important and all other needs are secondary until psychological needs are met. 

2. Safety Needs- protection from elements, security, order, law, stability, freedom from fear. The safety needs come after meeting the physiological needs. 

3. Love and Belonging Needs- The third level of human needs is social and involves feelings of belongingness. This need includes both romantic relationships as well as ties to friends and family members. It also includes our need to feel that we belong to a social group. Importantly, this need encompasses both feeling loved and feeling love towards others. 

4. Esteen Needs- Maslow classified Esteem Needs into two categories: (i) esteem for oneself (dignity, achievement, mastery, independence) and (ii) the desire for reputation or respect from others (e.g., status or prestige). When people’s esteem needs are met, they feel confident and see their contributions and achievements as valuable and important. However, when their esteem needs are not met, they may experience what psychologist Alfred Adler called “feelings of inferiority.” 

5. Self-Actualization Needs- This is the highest among the needs in the hierarchy of needs advocated by Maslow. Realizing personal potential, self fulfillment, seeking

personal growth and peak experiences. A desire “to become everything one is capable of becoming” (Maslow, 1987, p. 64). Though every one is capable of self actualization, many do not reach this stage. This need is fully satisfied rarely.

In the digital age, where online education is becoming a mainstream mode of learning, our needs are bound to differ. While online education opens doors to new opportunities, it also presents unique challenges that are different from those faced in traditional, in-person classrooms. This paper explores how Maslow’s hierarchy of needs applies specifically to online learners, focusing on the challenges they face at each level.

Psychological Needs- Digital Accessibility

Access to a reliable internet connection, necessary devices (laptop/tablet), and a quiet learning space is essential for a productive study environment. Without these, students cannot effectively engage in online classes which will lead to unsteady learning. A poorly managed environment, combined with limited digital access, can hinder students' ability to meet their physiological needs in a way that allows for effective learning. 

Safety Needs- Technological Safety and Digital Safety

With the shift to virtual classrooms, students are required to provide personal information and use online platforms that may be vulnerable to cyberattacks or privacy breaches. Many students, especially younger ones or those unfamiliar with technology, may feel anxious about

their online safety. Students must be secured by antivirus software and gain digital literacy to ensure safe online behavior. A potential threat to students can be cyberbullying too. 

Love and Belonging Needs- Social Connection and Digital Belonging

One of the most significant challenges for online learners is the lack of in-person interaction, which can lead to feelings of isolation and loneliness. Traditional educational environments provide natural opportunities for students to bond with peers, form friendships, and engage in collaborative learning experiences. Online learners, however, may struggle to develop these connections. To prevent this isolation from hindering the student’s emotional well-being, the student must involve himself/herself in interactions with peers or participate in clubs, and social groups and evolve the dynamics of their environment. 

Esteem Needs- Digital Achievement and Recognition

In traditional classrooms, students receive regular feedback from teachers and peers, which contributes to their sense of achievement. Online education, however, can present challenges in this regard. The absence of face-to-face interaction may lead to students feeling that their efforts are not sufficiently recognized or valued. Many online students struggle with the lack of immediate feedback, as virtual classrooms may not provide the same level of interaction and affirmation as traditional settings.

Self-Actualization Needs- Digital Fluency and Innovation

Online education, with its flexibility and accessibility, offers learners the opportunity to pursue their passions and take control of their learning journey. However, students are opposed to challenges in this environment. The flexibility of online learning can lead to procrastination or a sense of being overwhelmed by the vast amount of material available.To foster self-actualization, online platforms should offer personalized learning paths, opportunities for creative expression, and support for students in developing skills such as critical thinking, problem-solving, and self-reflection.

The restructuring of Maslow’s hierarchy in the context of online education reveals both challenges and opportunities for learners at each level. From the basic physiological needs of reliable technology and a conducive learning environment to the pinnacle of self-actualization, online learners navigate a unique educational landscape. By addressing the specific needs of online students—ensuring security, fostering a sense of belonging, recognizing achievements, and encouraging personal growth—educational institutions can help learners succeed in the digital age. As online education continues to evolve, so too must our understanding of how to support learners in meeting their full potential.

References

Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-96. 

Maslow, A. H. (1954). Motivation and personality. New York: Harper and Row. 

Maslow, A. H. (1962). Toward a psychology of being. Princeton: D. Van Nostrand Company. 

Maslow, A. H. (1970b). Religions, values, and peak experiences. New York: Penguin. (Original work published 1966) 

Tay, L., & Diener, E. (2011). Needs and subjective well-being around the world. Journal of Personality and Social Psychology, 101(2), 354-356. doi:10.1037/a00 

Wulff, D. M., & Maslow, A. H. (1965). Religions, values, and peak- experiences. The Journal of Higher Education, 36(4), 235.