Abstract
The use of online learning has become ubiquitous in the learning process. This study investigated the impact of different factors on students' motivation within synchronized and asynchronized learning. A quantitative research design was applied, and data was gathered using a survey method from the university students. A total of 254 dataset were analyzed and the results found that 51.9% of the students were reported to have moderate to high level of motivation, and 48.1% had low level of motivation to learning. Additionally, individual and course factors (attitudes, course difficulty and learning styles) play a beneficial effect in students' motivation within synchronized and asynchronized learning. This study concluded that individuals, course and other factors can undoubtedly influence students learning process. However, this study findings contributed to literature in educational contexts and are useful to the universities in Jordan to consider the use of hybrid learning practices to enhance the level of student's motivation.
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