Learning Motivation of University Students in Online and Classroom Teaching: Insights from Teaching during Covid-19

Kristof Tomej

doi:10.20343/teachlearninqu.10.35

Authors

Kristof Tomej University of Southern Denmark https://orcid.org/0000-0003-2226-2872

DOI:

https://doi.org/10.20343/teachlearninqu.10.35

Keywords:

learning motivation, online teaching, blended learning, higher education

Abstract

In this paper, I present and discuss the findings of an intentional and systematic inquiry into the learning motivation of university master’s students taking the same course in online and classroom-based formats during the Covid-19 pandemic. Through capturing the students’ motivation using Keller’s Instructional Materials Motivation Survey at two points during the semester and analyzing the students’ course evaluations and the reflective reports of tutors, I uncover various factors influencing students’ motivation. Among these are the structuredness of instructions, technical difficulties, perceived effort of the teachers, novelty of tools, and the social relationships between students. I conclude my discussion with a proposition for designing motivating blends for online higher education students.

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Author Biography

Kristof Tomej, University of Southern Denmark

Kristof Tomej is assistant professor in the Department of Design and Communication and the Center for Tourism, Innovation, and Culture at the University of Southern Denmark in Kolding, Denmark.

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