Factors Affecting Students’ Preferences for Online and Blended Learning: Motivational Vs. Cognitive

Abstract

Today’s educational institutions are expected to create learning opportunities independent of time and place, to offer easily accessible learning environments and interpersonal communication opportunities. Accordingly, higher education institutions develop strategies to meet these expectations through teaching strategies, such as e-learning, blended learning, mobile learning, etc., by using teaching technologies. These new technology-based teaching strategies are mainly shaped by decision-makers in education. This study seeks to analyse the individual factors that affect learners’ mode of teaching and learning delivery preferences. In this study, blended and online learning is considered as preferences of learners’ mode of teaching and learning delivery. The individual factors discussed in this research are cognitive learning strategies, e-learning readiness, and motivation. The data were obtained from the pre-service teachers at the end of the academic semester when they experienced online and blended learning. Data were analysed using optimal scaling analysis. The analysis method provides a two-dimensional centroid graph which shows the correlations between the variable categories. According to study findings, there is a correlation between the preferences of the learning environment, and the constructs of self-efficacy, e-learning motivation, and task value. It can be said that the motivational variables are more effective in the learning environment preference. The students with high task value, e-learning motivation, and self-efficacy preferred studying in blended learning environments. Cognitive strategies, self-directed learning, learner control, and test anxiety factors are independent of the learners’ learning delivery preferences.

Student Perspective Of Classroom And Distance Learning Method During Covid-19 Pandemic In The Undergraduate Dental Study Program

“…Beside the necessary preparedness of students in distance learning methods, other factors such as personality types may influence student preference for e-learning than classroom learning [18][19][20]. As the personality regulates how individuals perceive, make judgements and react in certain situations.…”

“…Self regulatory behavior includes the ability to set goals, effective time management, problem solving capacity, and awareness of time to seek advice from instructors [19]. On top of self regulatory behavior, constraint of self efficacy, e-learning motivation, and high task value are other factors which strengthen the blended/online learning preference [20]. It is interesting to note that despite the lower percentage of distance learning preference observed in this study, students agreed that distance learning could motivate them to prepare the learning materials before group discussion.…”

Student Perspective of Classroom and Distance Learning During COVID-19 Pandemic in the Undergraduate Dental Study Program Universitas Indonesia

“…Beside the necessary preparedness of students in distance learning methods, other factors such as personality types may in uence student preference for e-learning than classroom learning [19][20][21]. As the personality regulates how individuals perceive, make judgements and react in certain situations.…”

“…The acceptance of students for e-learning is commonly associated with self regulation character. Self regulatory behavior includes the ability to set goals, effective time management, problem solving capacity, and awareness of time to seek advice from instructors [20][21][22]. On top of self regulatory behavior, constraint of self e cacy, e-learning motivation, and high task value are other factors which strengthen the blended/online learning preference [21,22].…”

“…Self regulatory behavior includes the ability to set goals, effective time management, problem solving capacity, and awareness of time to seek advice from instructors [20][21][22]. On top of self regulatory behavior, constraint of self e cacy, e-learning motivation, and high task value are other factors which strengthen the blended/online learning preference [21,22]. It is interesting to note that despite the lower percentage of distance learning preference observed in this study, students agreed that distance learning could motivate them to prepare the learning materials before group discussion.…”