Learning in On-demand and Face-to-face Lesson Formats: Factors Influencing Spontaneous Preparation and Learning Strategies

Abstract

This study investigated how instructional formats (on-demand versus face-to-face) affect students’ voluntary preparation, learning strategies during lessons, and the factors influencing these variables. Participants were 473 university students enrolled in psychology courses. According to the results of the questionnaire survey, face-to-face classroom lessons yielded significantly higher levels of voluntary preparation and greater use of elaboration strategies during lessons. These differences may reflect increased opportunities for peer interaction and exchange of ideas in face-to-face settings. Across both formats, preparation positively predicted the use of elaboration and meta-cognitive strategies during lessons, indicating that preparation enhances deep processing during each lesson. Furthermore, students who endorsed non-cognitive beliefs that emphasise learning quantity were more likely to prepare for face-to-face lessons. Implications for course design and instructional planning are discussed, with recommendations for promoting preparation and deeper processing strategies in on-demand formats.