Enhancing Learning Motivation through Blended Approaches at the University Level

Abstract

The importance of social media for interaction and socializing cannot be denied. Over time, social media has started playing its part in an educational circle and augmenting teachers’ efforts to keep students motivated and toward better learning. The current study aims to assess the impact of blended learning approaches on university students' motivation towards learning. It was a quantitative and descriptive study. The study sample comprised 350 participants from public sector universities in Lahore through a simple random sampling technique. Self-developed 5-point Likert scale was used to get the data. The data were analyzed through SPSS 22, including descriptive and inferential statistics with mean, SD, ANOVA, and regression. Based on the findings, the research identified ten factors influencing students' motivation: face-to-face and collaborative learning, social presence, group discussion, cognitive presence, and the teachers' role in creating and sustaining motivation. The paper also discusses the increasing importance of social media, such as WhatsApp, in educational settings and the potential of blended learning to enhance students' motivation. The findings suggest that teachers' role in creating intrinsic and sustaining motivation is the most influencing factor among the ten identified factors. The study provides valuable insights into the potential of blended learning to enhance students' motivation and the increasing role of social media in educational settings.