Exploring factors impacting students’ motivation to learn using face-to-face, online and hybrid learning

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.

Smart choice with smart device: the use of apps in accelerated online education for nontraditional students

“…In line with prior quality assurance in education research (e.g. Istijanto, 2022;Pandey and Panda, 2023), the identification of these factors facilitates quality assurance in higher education. Instructors should recommend and adopt the reasonably-priced apps in their classes.…”

“…However, challenges co-exist with the emerging opportunities as how to maintain education quality becomes a more salient question in an online setting (Britto et al, 2013). As suggested by Istijanto (2022), maintaining education quality in an online environment requires distinct motivational factors compared with face-to-face teaching. Not only instructors need to cope with professional vulnerability in an online setting (Kelchtermans, 1996(Kelchtermans, , 2009 and adapt to different teaching technologies (Cutri and Mena, 2020), online students also must conquer technical barrier, seek effective online learning strategies and balance learning effort and other demands, such as working and parenting (Lee and Xiong, 2022;Jung et al, 2023).…”

Hybrid Learning for Educators and Students: A Review Study

“…Due to the fact that HLE requires the use of new technologies, there will be difficulties and hurdles in adopting this innovative model of teaching and learning. Moreover, prior research has not provided conclusive results regarding the HL approach and characteristics that could encourage or dissuade students from studying using face to face, online, and hybrid learning modalities (Istinjanto, 2022). It is hoped that this paper is able to identify the reasons that made students or educators feel demotivated, which is one of the major challenges in HL.…”

Exploring the Relationship of Social Support with Expectancy and Value in Online Foreign Language Learning

“…There is no doubt that there is also a lack of interesting and interactive ICT-based support learning materials (Gomez et al, 2023). Numerous studies and researches highlight on the impact of online learning but less emphasis on social factors involving motivation during online classes (Abuhassna & Alnawajha, 2023;Diwakar et al, 2023;Dong et al, 2023;Fernández Da Lama & Brenlla, 2023;Fowler, n.d.;Gómez et al, 2023;Istijanto, 2023;Liu, 2023;Mannella & Tummolini, 2023;Meisner & McKenzie, 2023;Mendoza et al, 2023;Nong et al, 2023;Swain et al, 2021). Hence, this study is significant in order to seek solutions to the issues which have affected students' academic achievement in today's technology-based education.…”