探索影响学生使用面对面、在线和混合学习动机的因素

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
Istijanto Istijanto
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引用次数: 4

摘要

目的本研究旨在探索和比较激励学生使用三种不同的学习方法学习的方法和避免因素:面对面学习、在线学习和混合学习。设计/方法论/方法这项研究使用深入的在线访谈从学生那里获得见解。采用目的抽样法从印度尼西亚的两所私立大学招募了33名线人。使用主题内容分析法对逐字逐句的数据进行分析,以确定动机因素。研究结果本研究揭示了四个与面对面学习/避免在线学习有关的动机因素,以及五个与面对面的学习/避免面对面学习有关的激励因素。大多数动机因素(即学习效率、社会互动、校园生活体验、身体健康、灵活性和技术学习)也存在于混合学习方法中。研究局限性/含义现有的定性研究和本研究一样,具有普遍性。未来的研究可以调查其他背景或使用定量研究来验证这些发现。实践含义通过识别方法和回避动机因素,高等教育机构可以增强方法(积极)因素,最大限度地减少或消除激励学生使用不同学习方法学习的回避(消极)因素。原创/价值这项研究利用新的视角对现有文献进行了补充,即激励学生在COVID-19后通过面对面学习、在线学习和混合学习进行学习的方法和避免因素。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Exploring factors impacting students’ motivation to learn using face-to-face, online and hybrid learning
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.
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来源期刊
QUALITY ASSURANCE IN EDUCATION
QUALITY ASSURANCE IN EDUCATION EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.10
自引率
20.00%
发文量
47
期刊介绍: QAE publishes original empirical or theoretical articles on Quality Assurance issues, including dimensions and indicators of Quality and Quality Improvement, as applicable to education at all levels, including pre-primary, primary, secondary, higher and professional education. Periodically, QAE also publishes systematic reviews, research syntheses and assessment policy articles on topics of current significance. As an international journal, QAE seeks submissions on topics that have global relevance. Article submissions could pertain to the following areas integral to QAE''s mission: -organizational or program development, change and improvement -educational testing or assessment programs -evaluation of educational innovations, programs and projects -school efficiency assessments -standards, reforms, accountability, accreditation, and audits in education -tools, criteria and methods for examining or assuring quality
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