Gumasing, M. J. J., Cruz, I. S. V. D., Piñon, D. A. A., Rebong, H. N. M., & Sahagun, D. L. P. (2023). Ergonomic Factors Affecting the Learning Motivation and Academic Attention of SHS Students in Distance Learning. Sustainability, 15, Article 9202.
https://doi.org/10.3390/su15129202

has been cited by the following article:

• TITLE: An Investigation on Learning Motivation and Learning Strategies of Face-to-Face and Distance Learners—Taking the Course of SPSS Data Analysis and Quantitative Research as an Example

  AUTHORS: Xiulin Ma, Shumin Tian, Yu Fan, Dan Xie

  KEYWORDS: Face-to-Face Teaching, Distance Learning, Learning Motivation, Learning Strategies

  JOURNAL NAME: Open Journal of Social Sciences, Vol.12 No.5, May 24, 2024

  ABSTRACT: This paper aims to compare the characteristics of learners’ motivation and learning strategies and their differences between face-to-face and distance learning environments. The study takes SPSS Data Analysis and Quantitative Research offered by Beijing Normal University as the object of research and surveys 159 learners using questionnaires. According to the different modes of delivery, the learners were categorized into live listening, remote synchronous live class and remote asynchronous video class (MOOC mode). The results show that: the external motivation of the learners in the live lecture group and the remote synchronous live lecture group is significantly higher than that of the learners in the remote asynchronous video lecture group; there is no significant difference in the level of the learners’ learning strategies between the different modes of delivery; and the correlation coefficients of the dimensions of the learning motivation and learning strategies have reached the level of significance for the majority of the dimensions, especially the self-efficacy and internal motivation. And based on the results, some suggestions are made for the provision of the course.