Abstract
The background discussion to this research paper is based on the way universities adopted a blended delivery model during the Covid-19 pandemic, where the challenge was to identify the most effective pedagogy for online teaching and learning. In so, doing the Research aim and objectives are to understand e-learning preferences for students and teachers. A methodology was implemented whereby a questionnaire was distributed to staff and students in a faculty in an English university. Data were analysed thematically. There emerged from the findings that minimal input from teachers benefited independent students towards the end of undergraduate studies, at postgraduate level, or in asynchronous learning. The motivation of students and building relationships with them was considered important for effective teaching and learning. This was supported by student engagement and collaboration. Furthermore, this study identifies teachers’ ability to motivate students online and build effective relationships with them helps create a positive and productive online learning environment. In conclusion Universities need to invest in training for teachers to develop skills in motivating students online rather than simple task-setting.