Exploring Factors Impacting Students' Motivation to Learn Using Face-to-Face, Online and Hybrid Learning

Autor/in	Istijanto
Titel	Exploring Factors Impacting Students' Motivation to Learn Using Face-to-Face, Online and Hybrid Learning
Quelle	In: Quality Assurance in Education: An International Perspective, 31 (2023) 1, S.121-136 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-4883
DOI	10.1108/QAE-02-2022-0051
Schlagwörter	Foreign Countries; College Students; In Person Learning; Electronic Learning; Blended Learning; Student Motivation; Social Psychology; Student Behavior; Student Attitudes; Preferences; Influences; Indonesia + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Schulische Motivation; Sozialpsychologie; Student behaviour; Schülerverhalten; Influence; Einfluss; Einflussfaktor; Indonesien
Abstract	Purpose: This study aims to explore and compare the approach and avoidance factors in motivating students to study using three different learning methods--face-to-face learning, online learning and hybrid learning. Design/methodology/approach: This research uses in-depth online interviews to gain insights from students. Purposive sampling was applied to recruit 33 informants from two private universities in Indonesia. The verbatim data were analyzed using a thematic content analysis to identify motivational factors. Findings: This study revealed four motivational factors regarding the approach to face-to-face learning/avoidance of online learning and five motivational factors regarding the approach to online learning/avoidance of face-to-face learning. Most of the motivational factors (i.e. learning effectiveness, social interaction, campus life experiences, physical wellness, flexibility and technological learning) are also found in the approach to hybrid learning. Research limitations/implications: The existing qualitative research suffers from generalizability, as does this study. Future research can investigate other contexts or use quantitative research to validate the findings. Practical implications: By identifying the approach and avoidance motivational factors, higher education institutions can enhance the approach (positive) factors and minimize or eliminate the avoidance (negative) factors that motivate their students to study using different learning methods. Originality/value: This research complements the existing literature using new perspectives, namely, the approach and avoidance factors that motivate students to study through face-to-face learning, online learning and hybrid learning post-COVID-19. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01