Examining Differences in Learning Motivation Between Online and Face-to-Face Delivery Modes

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.