Linkages between motivation, self-efficacy, self-regulated learning and preferences for traditional learning environments or those with an online component

This study assessed 96 law school studentsʹ preferences for online, hybrid, or traditional learning environments, and their reasons for these preferences, learning strategies, and motivational orientations. A discriminant analysis revealed that non-traditional learning environment familiarity, self-effcay, and employment status were the strongest predictors of preferences for non-traditional learning environments. Preferences for traditional environments were attributed to studentsʹ familiarity and ability to engage in and foster personal interaction. Preferences for hybrid and online environments were attributed to opportunities for enhanced learning given the convenience and flexible manner in which students with time and familial constraints could access these environments.