Lecturer-Facilitated Learning vs. Self-Directed Learning. Which Motivates Students Better? —Structural Equation Modelling Approach

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.