Journal Motivating Students (1)

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Liberty University *

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624

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Communications

Date

Jun 18, 2024

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docx

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4

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MOTIVATING STUDENTS 1 Journal: Motivating Students Crystal Scotch School of Education, Liberty University Author Note Crystal Scotch I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Crystal Scotch. Email: cascotch@liberty.edu
MOTIVATING STUDENTS 2 Summary of Authors Main Points The study is looking to compare the approach and avoidance factors motivating students to study in different learning environments in person, online learning, and hybrid learning. Due to Covid- 19, many schools were forced to go from brick and mortar to online learning and then to hybrid learning, so the study was due to determine students' motivation for both learning environments. The study used 33 students from two private universities in Indonesia and were given online interviews with zoom to identify what motivates them. The students had to meet certain criteria to be a part of the study: enrolled in undergraduate or postgraduate studies, studied fully online during the COVID-19 pandemic and able to recognize the three learning methods (Istijanto, 2022). The students were asked their preferred learning method, then what positive factors motivated them, then asked identified the negative factors of the learning methods that they avoided (Istijanto, 2022). Post covid, there were 4 positive factors that motivate students to study using face to face learning: learning effectiveness, social interaction with teachers and peers, living on campus and physical well-being. The 5 positive factors for students to learn online were: the effectiveness of online learning: flexibility offered by online learning, learning modern technology, efficiency gained for students, students can engage during online learning. It was concluded that hybrid learning solved most avoidance factors in face-to-face and online learning. Personal Response When the Covid-19 pandemic hit the schools of the United States, teachers and students were unsure of what was to come next for our learners. Staying in a classroom and working with a teacher, students get more involved while online learning is less demanding, so many online learners fail before starting (Mayer, 2020). Moving from teaching face to face to being online
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