A Comprehensive Review on Graduate Level Students Motivation in Online Learning Environments
Nandar Win1*, Amiya Bhaumik2, Dhakir Abbas Ali3
1, 2&3 Faculty of Business and Management, Lincoln University College, Malaysia
Corresponding author’s e-mail: nandar.phdscholar@lincoln.edu.my
Received: 13 Apr 2025
Revised: 25 Jun 2025
Accepted: 25 Jun 2025
DOI: doi.org/10.60072/ijeissah.2025.v3i03.006
ABSTRACT
The application of online learning has seen a noticeable increase in renown as a teaching technique, offering students all around the world more flexibility and accessibility. However, in the setting of this digital environment, maintaining student motivation is a considerable difficulty. The purpose of this research is to better understand student motivation in online education. Looks at several theoretical frameworks. Among the several theoretical frameworks discussed for this study are Self-determination theory, social cognitive theory, expectation-value theory, goal-setting theory, and flow theory. Additionally, this study investigated the barriers and constraints that may obstruct students' engagement and zeal as well as the numerous elements that affect student motivation. In order to address these issues, a number of effective strategies are presented, the goal of which is to improve student motivation in the setting of online education. This study emphasizes how crucial it is to foster an enthusiastic and involved learner community to enable fruitful and fulfilling online learning opportunities.
Keywords: Digital Environments; E-Learning; Graduate Level; Online Learning; Students Motivation
This is an open access article under the CC BY NC ND license (https://creativecommons.org/licenses/by-nc- nd/4.0/?ref=chooser-v1); © 2025.
Published by Asia Pacific Higher Learning Sdn Bhd., Malaysia
Background
Online education refers to the distribution of instructional information through a variety of technical channels, including chat rooms, email, newsgroups, computer networks, textbooks, and the internet. Students can advance at their leisure and chosen speed thanks to this feature. Here, teachers take emphasizes the function of facilitators, emphasizing the facilitation of knowledge acquisition above the transmission of information about the subject matter alone. E-learning tools that are freely available enable learners to gain both information and skills. E-learning's creative and interactive approach to knowledge distribution has successfully brought back the joy of studying and increased student engagement. Online learning differs from traditional learning in that it focuses on social behavior and the broad level of learning, while the latter is more focused on minority participation.
The online education has drastically changed in recent years due to online learning. In the digital era, online education has become more important as a flexible and easily available substitute for conventional brick-and-mortar institutions (Setiyani, Irfan & Setiana, 2022). The accomplishment of learning objectives is largely dependent on motivation, this is true even in the context of online education. Designing online learning experiences that are rewarding and engaging requires gaining understanding of the elements that influence student engagement, perseverance, and academic accomplishment (Lestari, 2023).
Understanding the significance of student motivation is crucial since it directly affects learner accomplishments, satisfaction, and retention rates. This paper's primary goal is to examine the dynamic link that exists between distant learning and student motivation. This study looks at the various factors that affect motivation in online learning environments, explores the theoretical foundations of student motivation, and identifies practical methods for increasing motivation.
Literature Review
Research repeatedly reveals that intrinsic motivation and self-regulation greatly affect graduate students' motivation in online learning, reducing undesirable behaviors such as procrastination. Rakes and Dunn (2018) found that greater levels of intrinsic drive combined with better effort management greatly predicted lesser academic procrastination among online graduate students (Meşe & Sevilen, 2021). Pan, 2023 found that learner motivation modulates the association between perceived online learning environments, including instructor support and community presence, and behavioral engagement (Piller, 2014). According to comparative research, graduate students have higher academic self-efficacy and intrinsic goal orientation than undergraduates, which allows for more self-regulated learning and better academic performance (Puja, 2024). Furthermore, motivation predicts not only engagement but also overall happiness with the online learning experience quality of service, teacher presence, and feedback all contribute to higher motivational levels, which drive student pleasure. Collectively, these findings support the concept that well-structured online courses that promote autonomy, competence, self-efficacy, and a strong social and instructional presence are critical for increasing graduate students' motivation and academic achievement (Zavyalova, 2020).
The Role of Student Motivation in Online Education
Physical and mental activity are essential for inspiration. According to this theory, inspiration is more of a process than an outcome. This affects our assessment of intrinsic motivation. People's job preferences, degrees of devotion and effort, the results of their hard working, and their personal feeling of pride and achievement must all be used to infer it because it is not apparent (Acuña et al., 1995). Recent viewpoints emphasize the relevance of the learner's social and cultural background affecting their situational, interactive engagement with the learning environment. They also create connections between mental and emotional states, as well as ideas and concepts like emotion, intellect and motivation.
One person described motivation as the "engine" of learning. According to (Gustiani, 2020), motivation influences what, when, and how we learn as well as having a significant effect on performance. It has been discovered to have a significant impact on a student's achievement in a course, motivation, and engagement. Professionals in the field of online education need to possess a strong theoretical and practical grasp of learner motivation, including how settings, experiences, social situations, and backgrounds may affect it.
Theoretical Frameworks of Student Motivation in Online Learning
Fig 1: Theoretical Frameworks
Theoretical Framework
There are five main theories in this study such as Self-Determination Theory (SDT), Social Cognitive Theory (SCT), Goal Setting Theory (GST), Expectancy-Value Theory (EVT), and Flow Theory (FT). Those theories can help graduate-level online learners. Self-Determination Theory (SDT) promotes autonomy, competence, and relatedness, which is important in online situations because students control themselves and seek meaningful relationships. Social Cognitive Theory (SCT) is similar to SDT in that it focuses on competence through self-efficacy, but it also includes observational learning, environmental interaction, and self-regulation, implying that online students gain from peer modeling and organized feedback. Expectancy-Value Theory (EVT) emphasizes the relevance of students' achievement expectancies and task value. Online courses that communicate usefulness and confidence can boost motivation (Pei, 2025). Goal-Setting Theory complements EVT and SCT by emphasizing precise, difficult goals (e.g., SMART objectives) that increase self-efficacy and focus effort in online settings. Finally, Flow Theory discusses the best balance of difficulty and skill when online tasks are well-designed to generate flow, they promote deep engagement and intrinsic drive. SDT and SCT focus on internal wants and beliefs, whereas EVT and Goal setting emphasize strategic anticipation and preparation. Flow Theory demonstrates how immersive task design may increase motivation. Integrating these theories—promoting autonomy and competence, reinforcing self-efficacy, defining task value, creating defined goals, and developing flow-inducing activities can result in a strong framework for increasing graduate students' motivation in online education.
Discussion
Factors Influencing Student’s Motivation for Online Learning
Many studies show that even though online learning has significantly improved education, students who take classes online have not gained more from their education. This can be the result of a concentration on learners' learning processes at the expense of other socioemotional aspects. Multiple factors influence online learning. Important themes and elements that rank in order of significance from studies on students' perceptions of what motivates them in online classes:
Education is a common responsibility allocated to instructors
Focus and involvement (noticeable in students or information receivers)
Effective time management.
Infrastructure related to technology and an online learning environment. Three categories are used to categorize elements: internal, outward, and individual.
Internal Factors
The internal variables pertain to the structure and content of the online course, which can impact learners' intrinsic motivation. Keller's ARCS method to learner motivation relied on four factors: surprise, relevance, confidence, and pleasure. It is also important to consider the elements that detract from learners' motivation; one explanation for this is the cognitive load concept claims that cognitive overload might impair learners' motivation by preventing them from grasping the study content. On the other hand, Clark and Mayer argue that the student's control may be added as sequencing, speed, and access to the learner's assistance is another important motivating factor in the e-learning environment (Clark & Mayer, 2023).
External Factors
According to students are more satisfied with online learning when they have access to the necessary tools and technology. Other important external elements include the learning environment's characteristics and a variety of motivational theories. External elements that influence student motivation in online learning include technology infrastructure, lecturer assistance, peer interaction, and ambient circumstances. A reliable internet connection and availability to digital resources improve engagement, while timely feedback and coaching from teachers build confidence and perseverance (Lange, 2024). Collaborative activities and discussions with peers promote a sense of belonging and reduce feelings of loneliness in virtual environments (Richardson et al., 2017).
Personal Factors
The study stated that the learner’s chosen learning style impacts their propensity to learn, therefore it is vital to personalize training tactics for each student. Another studies, however, it was no substantial association identified between students' online studying assessments and motivation. Personal characteristics and circumstances are equally significant in encouraging online students. Personal characteristics that influence student motivation in online learning include self-efficacy, intrinsic motivation, self-regulation, and prior technological experience. Students with strong self-efficacy confidence in their potential to succeed are more likely to continue and actively participate in online courses (Amri, 2024). Intrinsic motivation, which is motivated by personal interest and the perceived worth of learning, increases effort and persistence (Deci & Ryan, 2000).
Challenges and Barriers to Student Motivation in Online Education
Online education has several advantages, including being Mobile, accessible, requires minimal physical infrastructure, less expensive, and more adaptable. However, this does not imply that it is ideal in each manner. The sixty percent of people who have recently turned to the online learning method felt it was uninteresting and difficult for them to pay attention in class.
Figure-2: Challenges of Online Education (figure sources: Internet)
Feelings of Isolation
While online learning is convenient and accessible, it frequently causes students to feel isolated. The absence of face-to-face contacts in online education can lead to a weakened sense of community and belonging (Ip & To, 2025). The lack of physical presence may make students feel separated from their friends and instructors, resulting in decreased interest and involvement. Moreover, the lack of social signs in virtual environments can intensify these sentiments, making it difficult for students to develop meaningful connections and work successfully.
Furthermore, the transition from conventional campus life to online platforms has a substantial impact on students' social experiences. Universities moving to online learning have reported empty lecture rooms, as students to access digital information at their leisure (Shen et al., 2025). This shift has raised worries about the decline of educational quality and the impersonality of modern universities/colleges. Academics are frustrated by the undervaluation of their labor, while students miss out on the colorful social activities that enhance the university experience (Katete, 2024).
Student’s Lack in Motivation
Online learning was intended to be a cutting edge and engaging means of teaching the current generation of students. However, the findings suggest otherwise. The abundance of textual resources, quizzes, frequent learning assignments, and multiple-choice questions has reduced students' incentive to stay connected with the educational platform. Several students express worry about their low motivation, which they blame on a lack of human connection between themselves and their lecturers in online classes. The need for interpersonal connections among students is an important factor that online learning systems have yet to effectively address.
Technical Equipment
To provide successful education outside of traditional classrooms, online learning uses a combination of hardware and software technologies. Personal computers, laptops, tablets, and smartphones are examples of essential devices that provide primary access to instructional information (Kipkoech & Kerre, 2024). High-quality cameras and microphones are essential for smooth communication during virtual classrooms, allowing students and instructors to engage in real-time. Interactive whiteboards and digital projectors improve the learning experience by enabling for dynamic presentations and collaborative problem-solving sessions (Australian Health Sciences Students’ Perceptions of Online vs., n.d.). Furthermore, dependable internet connectivity is essential for assuring continuous access to online materials and live sessions.
However, not all students, particularly those from lower-income families, can afford these gadgets. Learning management systems (LMS) such as Moodle and Blackboard help to organize course materials, measure progress, and allow collaboration. Live lectures and debates may be held using video conferencing services like Zoom and Microsoft Teams, emulating the interactive characteristics of conventional classes (Lee & Wang, 2024). Collaborative technologies like Google Docs and Microsoft OneNote enable students to collaborate on projects in real time, building a feeling of community and teamwork. Educational apps and digital textbooks enable interactive and personalized learning experiences that appeal to a variety of learning styles and demands.
Technology Issue
The barrier of internet access is one of the most serious technological concerns in online education. Despite rising worldwide internet usage, sluggish or unreliable internet remains a significant barrier for both students and lecturers (Saranpuetti, Khajornchaikul & Pobkeeree, 2022). This problem can cause interruptions during live sessions, detracting from the learning experience and making it difficult for students to engage with the content. Lecturers may encounter disruptions when attempting to offer resources, and students may miss out on crucial topics due to buffering or poor video quality. Students in areas with inadequate or unpredictable internet infrastructure are sometimes forced to rely on sporadic connection, limiting their capacity to actively participate in online education. According to research, sluggish internet connections can worsen feelings of isolation among learners who may already suffer with a lack of in-person engagement (De Paepe, Zhu & Depryck, 2018). Another technological difficulty in online learning is a lack of technical knowledge among students and instructors. While many people are comfortable with basic digital technologies, learning management systems (LMS) and other online education platforms sometimes demand sophisticated expertise. Platforms like as Moodle or Blackboard, for example, may have steep learning curves for both instructors and students who are unfamiliar with navigating complicated user interfaces (Klevetova, Komissarova & Popov, 2021). Furthermore, online learning environments rely significantly on software, which may not always be user-friendly or compatible with different devices, resulting in problems such as software errors, data loss, and system failures (Liang & Chen, 2012).
Distractions
Online learning, although providing flexibility and accessibility, is frequently hampered by a variety of distractions that might impair students' academic performance. A major worry is media multitasking, which occurs when students participate in various digital activities at the same time during online sessions (Adhani & Remijn, 2023). This activity, such as using social media or texting while attending lectures, has been related to poor academic achievement. According to studies, excessive internet use for off-task objectives is associated with poorer GPAs (Strom et al., 2023). For example, research has revealed that students who often multitask with technologies such as MSN, email, texting, and Facebook during lectures tend to perform lower on memory tests than those who do not engage in such multitasking. Environmental variables, particularly in student living arrangements, are another common source of distraction. A packed and loud workplace can dramatically reduce focus and learning effectiveness (Kumar et al., 2024). Students frequently confront issues as a result of extraneous distractions in their environment, which cause them to lose attention during online lessons. According to research, such environmental distractions can have a negative impact on students' learning experiences, hence addressing these elements is critical to improving educational results (Seed Ahmed et al., 2025).
Time Management
To reconcile academic duties with other commitments, online learners must have strong time management skills. Students may struggle to manage their daily routine while balancing academics, job, and personal activities. Students who do not manage their time well may find it difficult to fulfill deadlines and maintain a good work-life balance. Effective time management is essential for online learning because it offers the framework required to remain organized and achieve academic deadlines. Creating a tailored timetable is one of the most effective ways for managing time for online learning. Students can set out certain periods for studying, completing assignments, and participating in class discussions, lowering the likelihood of procrastination. Setting clear goals and breaking down bigger activities into smaller, achievable steps helps boost productivity and keep a consistent pace. Furthermore, dedicating study time and employing technologies such as digital calendars or reminders can help students remain on track and promote consistency in their learning process (Najjar et al., 2025).
Barriers to Online Learning
Barriers to online learning can arise from a variety of technological, human, and institutional factors. A key difficulty is a lack of dependable internet connectivity or appropriate equipment, especially for pupils in rural or low-income locations. Inadequate digital infrastructure can interrupt learning by allowing students to miss essential courses, assignments, or class interactions. According to (Enwereji & Van Rooyen, 2025), these challenges disproportionately affect students from disadvantaged socioeconomic groups, resulting in poorer participation rates and academic achievement in online learning settings. As a result, the digital gap is a substantial barrier to students' full engagement with their education and academic community.
Another impediment is a lack of self-discipline and drive necessary for successful online learning. Unlike typical in-person classrooms, online education necessitates greater autonomy since students must manage their own time and stay organized in the absence of a classroom environment. Many students may procrastinate and become disengaged due to a lack of timely monitoring and the freedom of online learning.
Benefits of Students Motivation in Online Education
Figure Source: https://www.linkedin.com/pulse/benefits-online-learning-learnasyougo/
Student Centered in Online Education
Student-Centered is a teaching method that puts the student at the center of the learning process, allowing them more choice over what and how they learn. Collaboration, inquiry, and individualized learning experiences are emphasized in this strategy. The student-centered approach prioritizes students' needs and interests throughout the educational process. This approach prioritizes student interaction, cooperation, and autonomy to foster a learning environment.
It encourages, challenges, and matches with students' needs and objectives. Research suggests that this method enhances student motivation, engagement, and learning results, particularly in online and remote learning environments.
Global Knowledge of Online Education
Global knowledge extends beyond local and indigenous contexts. It is cross-cultural, highly generalizable, and characterized by a wide range of sources. As such, global knowledge must cross cultural borders. Mo & Mok developed a knowledge structure consisting of five domains and five levels. Summarizes relevant components of the framework for discussing global knowledge and education in a learning society.
Better Opportunity of Online Education
Online learning provides substantial potential for both students and the educational system, such as flipped teaching, feedback-based evaluation, mastery learning, increased self-confidence in timid learners, and quick access to faculty members (Davarpanah, Barat Dastjerdi & Shirzad, 2023). Online education improves chances by providing flexibility, accessibility, and personalised learning experiences. It allows students to study at their own speed, reconciling education with personal and professional commitments (Means et al., 2013). The availability of different courses from worldwide universities eliminates geographical obstacles, allowing students to obtain high-quality education regardless of their location (Amornrit, Bootchuy & Smitananda., 2025). Furthermore, online platforms provide adaptive learning technologies that cater to individual learning styles, increasing engagement and academic performance (Picciano, 2017). These benefits make online education a revolutionary alternative to traditional learning, encouraging lifelong learning possibilities.
Accessibility of Online Education
Accessibility in online education is critical for ensuring that all students, including those with impairments, have full access to and benefit from educational opportunities. This entails making course contents, resources, and activities accessible to all students, frequently through the use of assistive technology and adherence to accessibility standards. However, many online learning systems continue to face a considerable problem in terms of accessible technology and design. Addressing these hurdles is critical to building an inclusive learning environment that offers equitable access to knowledge and interactions (Kamraju et al., 2024).
Cost Effective of Online Education
Online education has shown to be affordable for both institutions and students. Institutions save money because conventional classrooms require less physical infrastructure and have lower operating expenses. For students, online education removes the costs of transportation, lodging, and printing (Curtain, 2002). Furthermore, the flexibility of online courses allows students to work and study simultaneously, possibly lowering the need for student loans and allowing them to save money. Some institutions, however, may find that initial expenditures in technology and course creation are prohibitively expensive (Purwaamijaya, Masri & Purwaamijaya, 2021).
Flexibility of Online Education
The flexibility of online education considerably improves students' learning experiences by allowing them to access courses at their leisure, accommodating diverse schedules and learning paces (Kamraju et al., 2024b). This versatility is critical for meeting the different requirements of students, particularly those who must balance employment and family responsibilities. Studies show that this flexibility improves course success and accessibility, indicating the efficacy of online learning environments in higher education (Soffer, Kahan & Nachmias, 2019).
Chance for Interactive Online Education
Interactive online education has the ability to greatly improve student engagement and learning results by combining real-time feedback, multimedia material, and collaboration tools. This interactive aspect enables students to actively participate in conversations, share information, and communicate instantaneously with classmates and instructors, resulting in a more engaging and effective learning environment (Abu-Bajeh & Abbas, 2021). Furthermore, interactive online learning may cater to various learning styles and demands, making education more accessible and personalized.
Student Control Study Time of Online Education
Online education gives students substantial flexibility over their study time, allowing them to organize their studies around personal and professional obligations. This flexibility is a significant advantage since it enables students to better manage their time and improve their educational experience by studying at their own speed within the provided timeframes (Maune, 2023). Effective time management is critical in this situation, allowing students to combine education with other duties (Grah & Penger, 2022).
Strategies to Enhance Motivation
To increase motivation in online learning, provide compelling and dynamic course content that piques students' attention and develops a sense of autonomy. Regular feedback and assistance from professors may help students remain on track and feel engaged, even in a virtual setting. Furthermore, creating a sense of community among peers via collaborative activities and discussions can reduce feelings of isolation and increase social learning, which promotes motivation (Alahmari, 2021).
To increase motivation in online learning, one successful technique is to build a feeling of community and connection between students and lecturers. Social engagement in online courses can help to decrease feelings of isolation, which are frequent among distant learners. (Lee & Choi, 2011) found that including collaborative activities such as group projects, debates, and peer evaluation may greatly boost student engagement and motivation. Setting clear and realistic goals also gives kids a sense of success and progress, which boosts their intrinsic drive. Gamification strategies, such as prizes, badges, or leaderboards, have also been demonstrated to enhance motivation by introducing a sense of fun and competitiveness, encouraging students to remain engaged and actively participate in their learning process (Dicheva et al., 2015). When these tactics are used together, they can result in a more dynamic and motivating online learning experience.
Graduate-level students demonstrated strong intrinsic and professional motivation, owing mostly to the flexibility of online platforms, which allowed them to efficiently combine job, family, and academic responsibilities. They liked the ability to regulate their time and interact with information at their own speed, but they also depended significantly on teacher presence, peer participation, and quick feedback to keep them motivated and engaged. Online learning can improve academic achievement and time management skills, but it can also lead to feelings of isolation and decreased perseverance when social interaction is lacking. Strong teaching and social presence are crucial for maintaining motivation among graduate learners.
Conclusion
Online learning may be incredibly effective and beneficial, but only if students are adequately motivated. As previously said, several conceptual frameworks help us analyze and improve student motivation in the context of online education. Examples include self-determination theory, social cognitive theory, expectancy-value theory, goal-setting theory, and flow theory. These frameworks emphasize the necessity of autonomous, social connections, to keep students interested and motivated throughout their learning journey, understand the valuable learning, make goals, and experience a state of flow. Nonetheless, there are also problems and limitations to online learning that may hamper student motivation. If students have poor social isolation experiences, they may face technical hurdles, restricted possibilities for in-person communication, issues with time management, and diminished motivation and performance in university/college. Lecturers and educational institutions must recognize and actively address these problems in order to create a more favorable and stimulating learning environment. To improve students’ motivation in online learning, effective strategies must be employed. Lecturers should strive to create a positive and personalized and relevance in course material, the setting of clear and realistic goals, and the inclusion of engaging and interactive learning activities are all essential aspects in keeping students motivated and passionate about actively participating in their educational endeavors. They also create a good virtual learning environment by offering regular feedback and promoting student collaboration and social contact. Future research should examine motivation changes over time, cultural differences, and impacts of mental health on online learning. It should also assess strategies like gamification and AI feedback and use mixed methods to capture graduate students’ personal motivational experiences often overlooked in quantitative studies.
Declarations
Ethics Approval and Consent to Participate: The study adhered to recognised ethical research standards. As it did not involve human participants, animals, or sensitive personal information, formal ethical approval was unnecessary. Nonetheless, all appropriate measures were implemented to maintain academic integrity and ensure compliance with relevant ethical guidelines.
Conflicts of Interest: The author proclaims no conflict of interest.
Acknowledgement: Appreciation is expressed for the guidance to supervisors for their invaluable assistance throughout the research process.
References
Acuña, M. H., Ogilvie, K. W., Baker, D. N., Curtis, S. A., Fairfield, D. H., & Mish, W. H. (1995). The global geospace science program and its investigations. Space Science Reviews, 71(1), 5-21.
DOI: https://doi.org/10.1007/BF00751323
Adhani, L. K., & Remijn, G. B. (2023, October). A survey on external distractions affecting students’ study performance during online learning. In 3rd International Conference on Community Engagement and Education for Sustainable Development (pp. 178-184).
DOI: https://doi.org/10.21467/proceedings.151.26
Alahmari, A. (2021). Graduate students' intrinsic motivation in fully online courses. DOI: https://doi.org/10.54014/0FAF-EYFY
Amornrit, P., Bootchuy, P., & Smitananda, P. (2025). Enhancing Digital Creativity in Higher Education through Gamified Distance Learning Systems. Journal of Education and Learning, 14(3), 296-305.
DOI: https://doi.org/10.5539/jel.v14n3p296
Amri, Z. (2024). Self-regulated learning and academic achievement in the EFL classroom. Journal of English Language Teaching and Applied Linguistics, 6(1), 87-99.
DOI: https://doi.org/10.32996/jeltal.2024.6.1.11
Australian health sciences students’ perceptions of online vs. (n.d.).
Clark, R. C., & Mayer, R. E. (2023). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. john Wiley & sons.
Kipkoech, F., & Kerre, B. (2024). An Assessment of the Trainers' Competence in Implementing Online Teaching and Learning in TVET: A Case of Selected Institutions, in Nandi County. Africa Journal of Technical and Vocational Education and Training, 9(1), 108-117.
Curtain, R. (2002). Online learning: How cost-effective. Online delivery in the vocational education and training sector: Improving cost effectiveness.
Davarpanah, S. H., Barat Dastjerdi, N., & Shirzad, Z. (2023). Student teachers’ experiences of online education during the COVID-19 pandemic: Challenges and opportunities. Journal of Higher Education Policy And Leadership Studies, 4(2), 129-135. DOI: https://doi.org/10.61186/johepal.4.2.129
De Paepe, L., Zhu, C., & Depryck, K. (2018). Online Dutch L2 learning in adult education: educators’ and providers’ viewpoints on needs, advantages and disadvantages. Open Learning: The Journal of Open, Distance and e-Learning, 33(1), 18-33. DOI: https://doi.org/10.1080/02680513.2017.1414586
Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self- determination of behavior. Psychological inquiry, 11(4), 227-268.
DOI: https://doi.org/10.1207/S15327965PLI1104_01
Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Journal of educational technology & society, 18(3), 75-88. https://www.researchgate.net/publication/270273830
Enwereji, P. C., & Van Rooyen, A. (2025). Exploring the barriers to online student learning support services: A review. South African Journal of Higher Education, 39(1), 69-93.
DOI: https://doi.org/10.20853/39-1-5116
Grah, B., & Penger, S. (2022). Focus, Time Management and Personal Energy of Students during Online Education. ENTRENOVA-ENTerprise REsearch InNOVAtion, 8(1), 127-137.
DOI: https://doi.org/10.54820/entrenova-2022-0012
Gustiani, S. (2020). Students’ motivation in online learning during COVID-19 pandemic era: A case study. Holistics (Hospitality and Linguistics): Jurnal Ilmiah Bahasa Inggris, 12(2).
Ip, S. W., & To, W. M. (2025). Effects of online learning readiness and online self-regulated English learning on satisfaction with online English learning experience during the COVID-19 pandemic. Behavioral Sciences, 15(1), 93. DOI: https://doi.org/10.3390/bs15010093
Kamraju, M., Krishnaiah, J., Durgesham, G., Shaba, N., Begum, S. A., Fatima, N., & Madhuri, Y. (2024). Exploring the impact of online education on higher education. ASEAN Journal of Educational Research and Technology, 3(1), 27-36.
Katete, G. (2024). Digital teaching and learning: trust and intuition in universities in Kenya. DOI: https://doi.org/10.5772/intechopen.1007059
Klevetova, T., Komissarova, S., & Popov, K. (2021). Online learning technologies as a modern direction of learning in communities. In SHS Web of Conferences (Vol. 98, p. 05029). EDP Sciences.
DOI: https://doi.org/10.1051/shsconf/20219805029
Kumar, C., Rangappa, K. B., Suchitra, S., & Gowda, H. (2024). Digital distractions during blended learning and its negative repercussions: an empirical analysis. Asian Association of Open Universities Journal, 19(1), 1-18. DOI: https://doi.org/10.1108/AAOUJ-02-2023-0024
Lange, C. (2024). Examining situational interest and its relationship with self-efficacy in asynchronous and synchronous video lectures. International Journal of Educational Technology in Higher Education, 21(1), 1. DOI: https://doi.org/10.1186/s41239-023-00431-4
Lee, Y., & Choi, J. (2011). A review of online course dropout research: Implications for practice and future research. Educational Technology Research and Development, 59(5), 593-618.
DOI: https://doi.org/10.1007/s11423-010-9177-y
Lee, Y. H., & Wang, Y. F. (2024). Online Learning for Older Adults: Teachers’ Transition During the Pandemic in Taiwan. SN Computer Science, 5(5), 442. DOI: https://doi.org/10.1007/s42979-024-02843- z
Liang, R. Y. H., & Chen, D. T. (2012). Online learning: Trends, potential and challenges. Creative Education. DOI: https://doi.org/10.4236/ce.2012.38195
Lestari, L. H. (2023). Investigating Students’ Motivation in Learning Speaking through Online Learning. Journal of Digital Learning and Distance Education, 1(9), 338-345.
DOI: https://doi.org/10.56778/jdlde.v1i9.75
Maune, A. (2023). Adoption and use of eLearning platforms by universities in developing countries: Evidence from Zimbabwe. Cogent Education, 10(2), 2287905.
DOI: https://doi.org/10.1080/2331186X.2023.2287905
Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers college record, 115(3), 1-47.
DOI: https://doi.org/10.1177/016146811311500307
Meşe, E., & Sevilen, Ç. (2021). Factors influencing EFL students’ motivation in online learning: A qualitative case study. Journal of Educational Technology and Online Learning, 4(1), 11-22. DOI: https://doi.org/10.31681/jetol.817680
Purwaamijaya, I. M., Masri, R. M., & Purwaamijaya, B. M. (2021, February). The effectiveness of online learning methods during the Covid-19 pandemic. In 6th UPI International Conference on TVET 2020 (TVET 2020) (pp. 89-92). Atlantis Press. DOI:10.2991/assehr.k.210203.093
Najjar, N., Rouphael, M., Bitar, T., & Hleihel, W. (2025, February). The rise and drop of online learning: adaptability and future prospects. In Frontiers in Education (Vol. 10, p. 1522905). Frontiers Media SA. DOI: https://doi.org/10.3389/feduc.2025.1522905
Pan, X. (2023). Online learning environments, learners’ empowerment, and learning behavioral engagement: The mediating role of learning motivation. Sage Open, 13(4), 21582440231205098.
DOI: https://doi.org/10.1177/21582440231205098
Pei, B. (2025). Understanding Students’ Learning Motivations in Online Learning Settings: From a Quantitative Perspective.
DOI: https://doi.org/10.5772/intechopen.1009790
Picciano, A. G. (2021). Theories and frameworks for online education. A guide to administering distance learning, 21(3), 166-190.
DOI: https://doi.org/10.24059/olj.v21i3.1225
Piller, Y. (2014). Self-Regulated Learning Online: Motivation The Review of the Literature.. DOI: https://doi.org/10.13140/RG.2.1.3685.5208
Puja, I. B. P. (2024). The mediating role of online learning motivation in the influence of service quality, social media usage, and pedagogical teaching competence of teachers on student learning satisfaction. Cogent Social Sciences, 10(1), 2396934.
DOI: https://doi.org/10.1080/23311886.2024.2396934
Richardson, J. C., Maeda, Y., Lv, J., & Caskurlu, S. (2017). Social presence in relation to students' satisfaction and learning in the online environment: A meta-analysis. Computers in Human Behavior, 71, 402-417. DOI: https://doi.org/10.1016/J.CHB.2017.02.001
Saranpuetti, C., Khajornchaikul, P., & Pobkeeree, V. (2022). ONLINE EDUCATION DURING THE CORONAVIRUS PANDEMIC: ADVANTAGES AND DISADVANTAGES IN HIGHER EDUCATION. Higher Education, 10(2), 273-279. DOI: https://doi.org/10.20473/jaki.v10i2.2022.273- 279
Seed Ahmed, M., Soltani, A., Zahra, D., Allouch, S., Al Saady, R. M., Nasr, A., ... & Ali, K. (2025). Remote online learning reimagined: perceptions and experiences of medical students in a post-pandemic world. BMC Medical Education, 25(1), 215. DOI: https://doi.org/10.1186/s12909-025-06815-6
Setiyani, Y., Irfan, M., & Setiana, D. S. (2022). The Effect of Online Learning on Students' Mathematics Learning Motivation. Jurnal Inovasi Pembelajaran Matematika, 1(1), 1-8.
DOI: https://doi.org/10.56587/jipm.v1i1.1
Shen, J., Zhang, S., Sun, D., Ge, R., Chen, S., Fang, J., & An, Q. (2025). Comparison of face-to-face teaching and online teaching in neurosurgery education for medical students. BMC Medical Education, 25(1), 232. DOI: https://doi.org/10.1186/s12909-025-06817-4
Soffer, T., Kahan, T., & Nachmias, R. (2019). Patterns of students’ utilization of flexibility in online academic courses and their relation to course achievement. International Review of Research in Open and Distributed Learning, 20(3). DOI: https://doi.org/10.19173/irrodl.v20i4.3949
Strom, P. S., Strom, R. D., Sindel-Arrington, T., & Rude, R. V. (2023). Student Attention and Distraction in Community College. Journal of Educational and Developmental Psychology, 13(1), 41.
DOI: https://doi.org/10.5539/jedp.v13n1p41
Abu-Bajeh, Z. Y., & Abbas, R. A. (2021). Justifications for using interactive online education. International Journal of Engineering & Technology, 10(1), 8-13.
DOI: https://doi.org/10.14419/ijet.v10i1.31251
Zavyalova, K. (2020). Unlocking students’ motivation in the blended higher education classroom: Lecturers’ perspectives. E-Learning and Digital Media, 17(5), 425-441.