Exploring Online Motivation Through ERG Theory

Learning in a digital age has transformed educational practices, with online learning becoming an increasingly common method of instruction. However, learning in online environments does not come without challenges, as learners often experience reduced social interaction, increased cognitive demands, and a greater need for self-regulation, all of which may affect learners’ motivation. Based on Alderfer’s ERG theory, this quantitative study was conducted among 143 students from a local university in Malaysia using a structured questionnaire survey. The study adopted Fowler’s (2018) online motivation constructs, mapping existence needs to task value and extrinsic motivation, relatedness needs to social engagement and instructor support, and growth needs to self-efficacy and control of learning beliefs. Data were collected using a 5-point Likert-scale survey to examine how the three needs—existence, relatedness, and growth—influence learners’ online learning motivation. The findings indicate that learners feel more motivated and engaged in online learning when their growth, existence, and relatedness needs are fulfilled. These needs were found to be closely interconnected, suggesting that learners’ motivation is shaped by the combined fulfillment of multiple needs rather than any single factor. Overall, the findings suggest that learners’ success in online learning is closely tied to the support they receive from both instructors and peers.

Online learning, motivation, ERG theory, learner motivation

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