Learning in Transition: Exploring Factors Shaping Students’ Motivation Across Diverse Learning Modalities

Abstract

The goal of this study is to examine the approach and avoidance elements that influence students’ motivation to learn in three different learning environments: online learning, blended learning, and conventional face-to-face learning. In-depth online interviews were conducted using purposive sampling technique. Thematic content analysis was used to examine the original data. Five motivating factors for the approach to online learning and four motivating factors for the approach to traditional learning were found in this study. The majority of the motivational variables, such as social contact, campus life experience, physical well-being, and flexibility, were also present in the blended learning strategy.