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This study aims to explore and compare the approach and avoidance factors in motivating students to study using three different learning methods: face-to-face learning, online learning and hybrid learning.

This research uses in-depth online interviews to gain insights from students. Purposive sampling was applied to recruit 33 informants from two private universities in Indonesia. The verbatim data were analyzed using a thematic content analysis to identify motivational factors.

This study revealed four motivational factors regarding the approach to face-to-face learning/avoidance of online learning and five motivational factors regarding the approach to online learning/avoidance of face-to-face learning. Most of the motivational factors (i.e. learning effectiveness, social interaction, campus life experiences, physical wellness, flexibility and technological learning) are also found in the approach to hybrid learning.

The existing qualitative research suffers from generalizability, as does this study. Future research can investigate other contexts or use quantitative research to validate the findings.

By identifying the approach and avoidance motivational factors, higher education institutions can enhance the approach (positive) factors and minimize or eliminate the avoidance (negative) factors that motivate their students to study using different learning methods.

This research complements the existing literature using new perspectives, namely, the approach and avoidance factors that motivate students to study through face-to-face learning, online learning and hybrid learning post-COVID-19.

Face-to-face tutorial sessions remain an integral part of the delivery mode of distance education in Ghana. It is sometimes used as the sole mode of delivery of educational content in some distance education institutions. This study, therefore, investigated the interconnectedness of elements of face-to-face tutorials among distance education students.

The study adopted the positivist approach and used descriptive research as a design. Simple random and stratified sampling techniques were used, and a sample of 1,491 students was drawn from a population of 44,001 across all regions of Ghana. Data were collected with a self-administered questionnaire and analysed with descriptive and inferential statistics.

The study found that collaborative learning, counselling, self-directed learning, motivation and critical thinking had strong interrelationships as elements of face-to-face tutorials.

This quantitative study was limited to the views of students on the elements of face-to-face tutorials. It was envisaged, however, that the views of the tutors and administrators who conducted the face-to-face tutorials could have enriched the findings of the study. In addition, adopting a mixed design approach where both qualitative and quantitative data were collected from the participants could have given an in-depth and enriched perspective of the current study.

Management of distance education institutions need to focus on these important elements and their inter-relationships as they might lead to improved academic and social progress among students. In addition, institutions must also organise orientations and seminars for course facilitators and new students on the need to develop commitments towards the elements of face-to-face tutorials as requirement so as to succeed on their course of study.

This is a novel approach that will help improve the understanding of students on the importance of the activities they engage in during face-to-face tutorials. It would also help managers of institutions using face-to-face tutorials to focus on these important elements that might lead to improved academic work among students.

Online and hybrid classes have become common in the fields of leadership education. The pressure to implement these delivery models comes from both students and institutions. It is essential to ensure that these models meet student learning needs as well as the increased demand. This action research study uses survey data from three sections of students (two hybrid, one face-to-face) in an educational leadership program to evaluate their levels of intrinsic motivation as it relates to the delivery model of classes. Key findings include the need to provide students with choice about the delivery model, the need to establish a sense of community within all delivery models, and the fact that instructors and administrators must acknowledge the increased pressure and tension that may be factors in the learning of students experiencing new paradigms of learning.

Challenges of teamwork in online classes may adversely affect students’ future attitudes toward teamwork. Further, there is a concern about whether online programs foster students’ teamwork skills. To answer these questions, the purpose of this paper is to compare online and face-to-face students’ attitudes toward teamwork, interest in learning teamwork skills and teamwork self-efficacy.

The authors developed a conceptual model explaining how students’ background, engagement in learning teamwork, teamwork self-efficacy and interest in learning teamwork affect attitudes toward teamwork and rigorously tested the model for a meaningful comparison between online and face-to-face students. Attitudes toward teamwork, teamwork interest and teamwork self-efficacy of 582 online and face-to-face students who attend the same academic program were compared.

The results suggest that online students have less positive attitudes towards teamwork compared to face-to-face students although online students have a higher level of teamwork self-efficacy. Therefore, online students’ relative less positive attitudes toward teamwork cannot be explained by the lack of engagement, teamwork skills or interest.

The homogeneity of the sample population is one of the limitations of the paper although it provides the opportunity for a comparative study of online and face-to-face students by controlling the majors.

Instructors should evaluate the appropriateness of team assignments while incorporating teamwork in online classes.

Concerns about online teamwork are discussed but have not been rigorously investigated in the literature. The authors conducted a comprehensive study involving 582 undergraduate students. The findings of this paper suggest that new approaches are needed to incorporate teamwork in online classes. The results also show that importance of building teamwork self-efficacy.

Using guest lectures can provide graduate students with the opportunity to link theories with practice. This study aims to investigate perceptions towards online and face-to-face guest lectures among graduate students specialized in Curriculum and Instruction of Computer Science. Data was collected via reflection logs, semi-structured interviews and observations, revealing mainly positive experiences of both types of guest lecture. The participants acknowledged the flexibility and accessibility of an online guest lecture; on the other hand, they found that a face-to-face guest lecture facilitated better interaction and discussion. It is recommended to consider three issues for a successful guest lecture: guest speaker selection, teaching strategy of guest speaker and the role of the course lecturer. Future research based on identified gaps is recommended.

The purpose of this paper is to address the following question: which type of word-of-mouth (WOM) communication, face-to-face vs electronic, has the stronger influence on destination image and attitude?

A multidimensional model is developed with eight constructs. After the validation of measurement scales, hypotheses are contrasted through structural modeling to test the model fit and estimate the model coefficients. The model was tested empirically using a sample of 678 tourists who had experience within the online tourist community, tripadvisor.com. Tourists were required to complete a survey regarding their information search from the virtual sharing platform and face-to-face communications.

The results of this study suggest that electronic WOM (eWOM) has a more powerful effect on destination image, attitude, and travel intention rather than face-to-face WOM.

This paper is one of the first to develop and empirically test a comparative model for information search behavior, namely, face-to-face WOM vs eWOM, and destination image/attitude in the context of tourism industry.

The purpose of this paper is to explore the association between memory (short- and long-term), a foundational cognition in learning and face-to-face, video-based and flipped instructional modalities.

This study used a one-way analysis of variance and linear regression analyses to compare students’ aggregated answers on multiple-choice questions over two different periods, including a repeat question from an earlier examination. Also, student-level answers were subjected to a binary logistic regression.

Face-to-face unambiguously was associated with superior short-term memory including ethics. Video-based performance was associated with a superior long-term memory, and flipped’s performance lay in between for both memory types.

This study does not account for students’ learning styles, instructors’ preferred teaching approach and computer-aided virtual simulations.

The findings of this study may serve as a reference point for optimally blending multiple instruction modalities to leverage its association with memory for learning matched to instructors’ styles, students’ curricular pathway and coping with institutional imperatives.

This paper provides a way for higher education institutions to match instructional modalities to memory needs, including business ethics as students’ progress on their pathways towards graduation.

This study illuminates the association between memory, a widely accepted foundational cognition in learning that has been under researched compared to critical thinking and reasoning, and three instructional modalities: face-to-face, video-based and flipped classroom.

Accelerated by the COVID-19 pandemic, in recent years, face-to-face coaching has largely shifted to online coaching. The authors examined both the side effects of and coaching success in face-to-face, blended and online coaching from both coaches' and clients' perspectives. This paper aims to discuss the aforementioned examination.

The authors conducted two independent studies to examine the differences between the side effects of face-to-face, blended and online coaching. In Study 1 (N = 119), the authors compared the side effects of these formats using a quasi-experimental design and tested differences in perceived coaching success from the coaches' perspective. In Study 2 (N = 104), the authors integrated the client perspective on the side effects of coaching formats into the design and tested the differences.

Coaches in the face-to-face format experienced a significantly lower prevalence of side effects for their clients compared to coaches who engaged in the blended and online coaching formats. From the client perspective, clients experienced the most side effects of the blended coaching format. Neither study showed any differences between the coaching formats in perceived coaching success.

The results provide guidance to practitioners in choosing the most suitable coaching format for themselves. Being aware of side effects in coaching can help both coaches and clients take appropriate measures to mitigate the impact of these effects.

This paper is the first to expand knowledge about side effects in coaching across different coaching formats from both coaches' and clients' perspectives. The findings provide evidence regarding the context in which coaching is currently performed in a post-COVID world, with sustainability remaining a global concern and a key driver for organizations.

This study aims to investigate the psychological mediating mechanisms through which omnichannel integration affects customer word-of-mouth (WOM) behaviors in omnichannel retailing.

Guided by prior omnichannel retailing studies, the authors identify taxonomy of customer WOM behaviors with three archetypes, namely, face-to-face WOM, online store WOM, and social media WOM. Then, the authors draw on social exchange theory (SET) to explain how omnichannel integration influences customer WOM behaviors through the mediating roles of perceived personal preference fit and perceived social relatedness. The authors empirically tested the model using structural equation modeling and multiple mediation analysis with a field survey of 335 omnichannel customers.

Perceived personal preference fit positively influences face-to-face WOM and social media WOM, whereas perceived social relatedness is positively associated with face-to-face WOM, online store WOM, and social media WOM. Furthermore, transactional integration and relational integration positively affect perceived personal preference fit, whereas relational integration has a positive effect on perceived social relatedness. Finally, perceived personal preference fit mediates the effects of transactional integration and relational integration on face-to-face WOM and social media WOM. Perceived social relatedness mediates the effects of relational integration on face-to-face WOM, online store WOM, and social media WOM.

The authors' study advances the omnichannel retailing literature by proposing a taxonomy of customer WOM behaviors in omnichannel retailing and identifying the mediating mechanisms through which omnichannel integration influences customer WOM behaviors.

This study was done to compare the modes of teaching mathematics in higher education in the United Arab Emirates (UAE). The three teaching methods were used as follow: before, during and after the COVID-19 pandemic. The three teaching methods are: (1). Normal on-campus face-to-face teaching and learning activity before the COVID-19 pandemic. (2). Full online teaching and learning activity during the COVID-19 pandemic. (3). Blended teaching and learning activity after the COVID-19 pandemic.

Over the last few years, there has been a considerable amount of literature investigating the efficacy of the various delivery modes: on-campus delivery (face-to-face), online delivery and blended learning (hybrid), in helping college students improve their mathematical skills. However, the extent to which one learner learns best has been hotly debated among the researchers. Therefore, this study aims to compare the efficacy of implementing three teaching and learning delivery modes before, while, and after the COVID-19 pandemic: on-campus delivery (face-to-face), online delivery and blended learning (hybrid) on academic achievement in mathematics at a higher education institution in the UAE. The main research question explores whether there is a statistically significant difference (p = 0.05) in students’ academic based on the delivery methods: on-campus face-to-face, online and blended learning. The participants in the study were students from one of the largest higher education institutions in the UAE, and all of them studied the same mathematics course before, during and after the COVID-19 pandemic. Student scores in the three academic semesters were thoroughly compared and analyzed using the ANOVA test to check if there is a significant difference between the three groups followed by a Tukey test to identify the significant difference in favor of which group. The results showed that there were significant differences in the mean scores in the students’ achievement in the mathematics courses favoring the blended learning delivery mode. The findings also show that the students’ achievement in mathematics using the on-campus face-to-face teaching and learning was better than the students’ achievement in mathematics using online teaching and learning delivery modes.

The main study question was: is there a statistical significant difference at the significance level (a = 0.05) in students’ achievements in mathematics courses at higher education in the UAE, which can be attributed to the method of teaching? The descriptive statistics reveal that the average student’s score in the final exam after the COVID-19 pandemic is 65.7 with a standard deviation of 16.65, which are higher than the average student’s score in the final exam before the COVID-19 pandemic of 58.7 with a standard deviation 20.53, and both are higher than the average students’ score in the final exam during the COVID-19 pandemic 51.8 with standard deviation 21.48. Then, the ANOVA test reveals that there is a statistically significant difference between the three groups in the final exam marks. The researchers used the multiple comparison tests (Tukey test) to determine the difference. The Tukey test reveals that there is a statically significant difference between the average students’ score in the final exam after the COVID-19 pandemic and the average students’ score in the final exam during the COVID-19 pandemic, where p = 0.015 < 0.05 as well as there is a statically significant difference between the average students’ score in the final exam after the COVID-19 pandemic and the average students’ score in the final exam before the COVID-19 pandemic, where p = 0.000 < 0.05 in favor of the average students’ score in the final exam after the COVID-19 pandemic. On the other hand, there is a statically significant difference between the average students’ score in the final exam before the COVID-19 pandemic and the average students’ score in the final exam during the COVID-19 pandemic, where p = 0.016 < 0.05 in favor of the average students’ score in the final exam before the COVID-19 pandemic.

There are several limitations that may reduce the possibility of generalizing the expected results of the current study to students outside the study population: (1) The study is limited to students of a federally funded postsecondary education institution in the UAE, in which most students are studying in their non-native language. (2) The study is limited to the mathematics courses. (3) The achievement test used in the study is a standardized test developed by the college as a cross-campus summative assessment.

The hybrid education model, also known as blended learning, combines traditional face-to-face instruction with online learning components. When applied to teaching mathematics in higher education, this approach can have several implications and benefits. Here are some key points supported by references: (1) Enhanced Accessibility and Flexibility: hybrid models offer flexibility in learning, allowing students to access course materials, lectures and resources online. This flexibility can accommodate diverse learning styles and preferences. A study by Means et al. (2013) in “Evaluation of Evidence-Based Practices in Online Learning” highlights how blended learning can improve accessibility and engagement for students in higher education. (2) Personalized Learning Experience: by incorporating online resources, instructors can create a more personalized learning experience. Adaptive learning platforms and online quizzes can provide tailored feedback and adaptive content based on individual student needs (Freeman et al., 2017). This individualization can improve student performance and understanding of mathematical concepts. (3) Increased Student Engagement: the integration of online components, such as interactive simulations, videos and discussion forums, can enhance student engagement and participation (Bonk and Graham, 2012). Engaged students tend to have better learning outcomes in mathematics. (4) Improved Assessment and Feedback Mechanisms: hybrid models allow for the implementation of various assessment tools, including online quizzes, instant feedback mechanisms and data analytics, which can aid instructors in monitoring students’ progress more effectively (Means et al., 2013). This timely feedback loop can help students identify areas needing improvement and reinforce their understanding of mathematical concepts. (5) Cost-Effectiveness and Resource Optimization: integrating online materials can potentially reduce overall instructional costs by optimizing resources and enabling efficient use of classroom time (Graham, 2013). (6) Challenges and Considerations: despite the benefits, challenges such as technological barriers, designing effective online materials and ensuring equitable access for all students need to be addressed (Garrison and Vaughan, 2014). It requires thoughtful course design and continuous support for both students and instructors. When implementing a hybrid education model in teaching mathematics, instructors should consider pedagogical strategies, technological infrastructure and ongoing support mechanisms for students and faculty.

The research is the first research in the UAE to discuss the difference in teaching mathematics in higher education before, during and after the COVID-19 pandemic.