Karlsdóttir, Verena2025-11-142025-11-142024-11-20Karlsdóttir, V 2024, 'Assessing university students’ motivation to choose distance learning and the challenges of distance learning', Pedagogika, vol. 156, no. 4, pp. 5-30. https://doi.org/10.15823/p.2024.156.11392-03402455434958bc0e72b-8bbc-4580-b989-0194352520b7ORCID: /0000-0003-0256-6350/work/17666905985216330044https://hdl.handle.net/20.500.11815/5937Distance education has gained magnitude post-COVID-19, requiring an understanding of learners’ motivations. This study at the University of Akureyri used a mixed-methods approach to identify three key factors: flexibility, educational growth, efficiency. While gender, age, residence, and education level showed no significant impact, having children and employment influenced perceptions. Thematic analysis revealed insights into student prefe-rences, challenges, and recommendations for improving distance learning.Distance education has gained magnitude post-COVID-19, requiring an understanding of learners’ motivations. This study at the University of Akureyri used a mixed- methods approach to identify three key factors: flexibility, educational growth, efficiency. While gender, age, residence, and education level showed no significant impact, having children and employment influenced perceptions. Thematic analysis revealed insights into student prefe- rences, challenges, and recommendations for improving distance learning.4745885-30info:eu-repo/semantics/openAccessdistance learningdistance educationhigher educationmotivation/dk/atira/pure/researchoutput/researchoutputtypes/contributiontojournal/article10.15823/p.2024.156.1