Emily Stark. “Examining the Role of Motivation and Learning Strategies in the Success of Online vs. Face-to-Face Students.” Online Learning, no. 3, 2019. EBSCOhost, doi:10.24059/olj.v23i3.1556.

Emily Stark. “Examining the Role of Motivation and Learning Strategies in the Success of Online vs. Face-to-Face Students.” Online Learning, no. 3, 2019. EBSCOhost, doi:10.24059/olj.v23i3.1556.

In this scholarly article, Emily analyzes the comparison between distance learning and face-to-face learning in terms of student motivations and learning strategies. Emily argues that a student’s motivation and self-discipline is directly related to success in online courses. The article focuses on the students’ characteristics and level of computer literacy or access to technology. Also, Emily analyzes the strategies used by students to learn in both distance and face-to-face learning. The article acknowledges the fact that distance learning offers greater flexibility as compared to classroom-based learning which has led scholars to focus their research on how self-discipline and motivation influence the success of students in distance learning. Emily collects research data through a survey using an online survey tool. Emily’s study indicates that there exist significant differences in motivations and use of learning strategies between students in face-to-face and distance learning. However, the research shows a connection between the influence of motivation and learning strategies on student performance in a course.

The author holds a PhD in Social Psychology, and the article is sponsored by a scholarly institution and published in a reputable peer-reviewed journal. The author supports her arguments with sufficient evidence from reliable sources. The results of the study are based on an experiment with data from a survey, and there is no use of flawed logic. The author clearly states the limitations of the research and uses references to previous studies to help the reader understand her arguments. The target audience is scholarly institutions offering distance learning and classroom-based learning as well as students. The article will be useful in my research topic by providing background information on how distance learning compares and contrasts with face-to-face classroom learning in terms of self-discipline and learning strategies.

Fish, Lynn A., and Coral R. Snodgrass. “Instructor Academic Factors and Their Influence on Instructor Perspectives of Online versus Face-to-Face Education at a Jesuit Institution.” Business Education Innovation Journal, vol. 11, no. 1, June 2019, pp. 107–117. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=139304135&site=eds-live&scope=site.

In this scholarly article, Fish and Snodgrass analyze how instructors from a particular private university perceive distance learning and classroom learning. The article evaluates the perception of the instructors based on their professional academic rank. The article shows that faculty rates distance learning as more effective than face-face learning in terms of prompt feedback, time on task, and diversity in learning styles than classroom learning. However, classroom learning is more effective in promoting student-to-instructor contact and cooperation among students. Fish and Snodgrass conduct a survey that focuses on the demographic factors associated with the academic factors of the instructors such as age, discipline, level taught, faculty rank, educational level achieved, teaching experience, and technological skill level. The results of the study do not conclusively reveal the educator perceptions of distance learning and face-to-face learning since they only represent a private university.

Fish and Snowgrass are experts in their field, and the article is published in a reputable peer-reviewed journal. The article is current, and the authors use reliable sources to support their arguments. The article is objective and clearly states the limitations of the study. The target audience of the article is mostly scholarly institutions to inform. The article will be vital for my research topic since it provides information on the different perceptions of educators on distance learning and classroom-based learning, offering more ways to compare and contrast the two learning methods.