Author(s)

Shanti Gopal Nair¹, Nur Zulaikha Mohamed Sa’dom², Godofredo Cristobal Utanes³

¹Centre for Language Studies, Manipal International University, Nilai, Malaysia.
²School of Management and Business, Manipal International University, Nilai, Malaysia.
³Ascensus Institute, Singapore.

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.

Lecturer Facilitated Learning, Malaysian Private Universities, Roger’s Theory, Self-Directed Learning, Structural Equation Modelling, Student Motivation, Gen Z-ers

Nair, S.G., Sa’dom, N.Z.M. and Utanes, G.C. (2023) Lecturer-Facilitated Learning vs. Self-Directed Learning. Which Motivates Students Better? —Structural Equation Modelling Approach. Open Access Library Journal, 10, 1-17. doi: 10.4236/oalib.1110924.