The relationship between motivation, learning strategies and choice of environment whether traditional or including an online component

Abstract This study examined how students' achievement goals, self‐efficacy and learning strategies influenced their choice of an online, hybrid or traditional learning environment. One hundred thirty‐two post‐secondary students completed surveys soliciting their preferences for learning environments, reasons for their preference, their motivational orientation towards learning and learning strategies used. Findings indicated that most students preferred traditional learning environments. This preference was based on how well the environment matched their personal learning style and engaged them as students. Discriminant analyses indicated significant differences in motivational beliefs and learning strategies; students who preferred traditional environments showed a mastery goal orientation and greater willingness to apply effort while learning. Students who preferred less traditional environments presented as more confident that they could manage a non‐traditional class. These findings have implications for understanding students' motivation for learning in diverse educational settings.