%0 Journal Article
%T Lecturer-Facilitated Learning vs. Self-Directed Learning. Which Motivates Students Better? ¡ªStructural Equation Modelling Approach
%A Shanti Gopal Nair
%A Nur Zulaikha Mohamed Sa¡¯dom
%A Godofredo Cristobal Utanes
%J Open Access Library Journal
%V 10
%N 11
%P 1-17
%@ 2333-9721
%D 2023
%I Open Access Library
%R 10.4236/oalib.1110924
%X The main aim of this research is to analyze Gen Z-ers¡¯ preferences with regard to lecturer-facilitated learning and self-directed learning. The responses gathered 214 usable responses through an online survey revealed that Gen Z-ers advocate the use of technology in learning; however, their motivation to learn is higher during face-to-face classes. They find that lecturer-facilitated learning is better than self-directed, technology-facilitated learning. Gen Z-ers also place importance on interactive classroom sessions which give them an opportunity to enhance learning through handson activities. The findings of this study can assist lecturers in having a clearer understanding of Gen Z members¡¯ expectations, and in providing a meaningful learning experience to students from this generation. To the best of the authors¡¯ knowledge, this study is among the first to integrate Rogers¡¯ Theory and Self-Directed Learning Theory (SDL) as theoretical support in examining the effect of lecturer-facilitated learning and self-directed learning on university students¡¯ motivation. In addition to that, the findings would motivate Gen Z members to reflect on their own learning needs and guide them to be more successful academically.
%K Lecturer Facilitated Learning
%K Malaysian Private Universities
%K Roger¡¯s Theory
%K Self-Directed Learning
%K Structural Equation Modelling
%K Student Motivation
%K Gen Z-ers
%U http://www.oalib.com/paper/6808943