This conceptual paper explores the intersection of Self-Determination Theory (SDT) and the theory of psychological ownership in the context of empowering learning experiences within remote learning spaces, with a comparative perspective of how psychological needs are fulfilled in face-to-face and distance learning environments. These theories have been identified as important in the field of learning as meeting learner´s psychological needs motivate learning. Building on SDT’s core principles of autonomy, competence, and relatedness, the paper examines how these psychological needs can be nurtured to foster a sense of ownership among learners in digital learning settings. SDT and psychological ownership theories offer insight into understanding motivation, engagement, and learning.

Notably, remote learning environments present unique challenges and opportunities when compared to face-to-face contexts. In face-to-face learning, direct social interactions often naturally foster a sense of relatedness, while in remote settings, educators must intentionally design interactions to create connections and community. Equally, relatedness is a critical part of remote learning as well. Remote learning spaces can be designed to support relatedness as well. Studies suggest that remote learning environments can enhance autonomy and competence by offering flexible learning pathways and enabling feedback and group interaction. The digital tools and educational design as well as group processes have important role in the process.

The paper proposes a research agenda focused on understanding how remote learning environments can be designed to support the psychological needs of learners, cultivate a sense of ownership. Practical strategies for educators are suggested, including offering supporting personal aspects in learning experiences and creating both personalized and shared learning paths, and balancing both sense of autonomy and sense of group or community and providing opportunities for competence development and authentic feedback. These theoretical perspectives offer useful ideas for building remote as well as hybrid learning environments that allow learners to connect to learning and their reference group and feel more invested in their learning journey.

Keywords: Remote learning, distance learning, remote education, distance education, self-determination theory, psychological ownership.