Investigating student’s motivation and online learning engagement through the lens of self-determination theory

Abstract

PurposeThe lack of physical contact and the absence of nonverbal clues could make some learners uncomfortable interacting with others via online learning platforms. Hence, understanding the determinants of students' motivation and engagement in online learning platforms is crucial in harnessing digital technology as an enabler of unrestricted and quality learning experiences.Design/methodology/approachDrawing on the self-determination theory (SDT), this study investigates the factors associated with student’s motivation to learn (MOL) and their influence on online learning engagement (OLE). Data were collected from 228 university students from the Klang Valley region of Malaysia using the online survey method.FindingsThe results of data analysis using the partial least squares structural equation modeling indicate that self-directed learning, computer and Internet self-efficacy and online communication self-efficacy significantly influence MOL. Besides, these factors indirectly influence OLE through MOL.Originality/valueThis study adds to the SDT framework by demonstrating how students' perceptions of autonomy, competence and relatedness through online interaction relate to MOL and OLE.

Research on the influencing factors of promoting flipped classroom teaching based on the integrated UTAUT model and learning engagement theory

“…The study found that perceived ability and emotional engagement have a significant impact on students who complete MOOCs, and different dimensions of learning engagement can predict learners’ perceived learning effectiveness. Meanwhile, in the online learning environment, significant changes have occurred in the way students interact with teachers and peers, which requires educators to pay more attention to cultivating students’ autonomous learning abilities, computer and network skills, and online communication abilities to promote their learning engagement 21 .…”