Abstract:
Current assessments of the impacts associated with motivation among online and face-to-face learning are considered inadequate in light of recent global events. Using a mixed-methods approach, this research aimed to assess differences in motivation levels among students enrolled in education and social work programmes at the University of Auckland, in Aotearoa
New Zealand, through comparing between online and face-to-face formats. The
Expectancy-value-cost theory was used to identify the key factors that influence this
motivational dichotomy. At the end of the second semester of 2023, a group of 39 students
completed questionnaires using a six-point Likert scale. Additionally, five participants were
engaged in semi-structured interviews to further explore their motivations for each learning
mode. Results indicated that face-to-face learning showed a slightly higher level of
motivation compared to online learning. Value was rated as the most influential factor
affecting motivation, with expectancy being the second largest influence across both learning
modes, while cost had the least impact. However, interview participants felt higher
motivation towards online learning, and viewed F2F learning as lacking in terms of
flexibility and convenience, while recognizing value and cost as the most influential factors.
The research provides valuable insights that bridge existing gaps in understanding the
motivational factors that affect students in both online and F2F learning environments,
especially in the field of Education and Social Work programmes in Aotearoa New Zealand.
It underscores the importance of adapting teaching methods and educational environments to
cater to the diverse preferences and needs of students, promoting inclusivity and enhancing
students’ engagement in learning.
