A Study of Motivation to Learn Online through the Cognitive Social Learning Theory

The rapid evolution of technology has transformed the educational landscape, with online learning becoming a dominant mode of instruction in higher education. While online learning offers flexibility and accessibility, it also presents challenges, particularly concerning learners' motivation. Grounded in Bandura’s (1986) Cognitive Social Learning Theory and Fowler’s (2018) Online Learning Motivation model, this study investigates undergraduate students’ perceptions of motivation in online learning, focusing on behavior, personal components, and environment in online learning and explores the relationships among these factors. A quantitative survey was conducted with 121 undergraduates using a validated instrument based on Bandura (1986) and Fowler (2018). It consisted of four sections measuring expectancy (self-efficacy and control of learning beliefs), value (intrinsic and extrinsic goal orientation, and task value), and social support (social engagement and instructor support). Findings indicate that while students exhibit strong self-efficacy and control over learning beliefs, extrinsic motivation—such as achieving high grades and career aspirations—plays a more dominant role in engagement. Social support, particularly instructor interaction, significantly impacts students' motivation, whereas limited peer interaction and feelings of isolation present challenges. Correlation analysis reveals strong relationships between personal, behavioral, and environmental factors. The study underscores the need for pedagogical strategies that enhance self-regulation, foster interactive learning environments, and integrate structured instructor support. Future research should explore technological innovations to enhance engagement.

Cognitive Social Learning Theory, Online Learning Motivation

1. APA 7th Edition, arrange them in alphabetical order [Google Scholar] [Crossref]

2. Alfarimba, R., Ardianti, S. D., & Khamdun, K. (2021). The Impact of online learning on the learning motivation of primary school students. Progres Pendidikan, 2(2), 94–99. https://doi.org/10.29303/prospek.v2i2.146 [Google Scholar] [Crossref]

3. Al Rawashdeh, A. Z., et al., 2021. Advantages and disadvantages of using e-learning in university education: Analyzing Students’ Perspectives. The Electronic Journal of e-Learning, 19(2), pp. 107-117. https://doi.org/10.34190/ejel.19.3.2168 [Google Scholar] [Crossref]

4. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall [Google Scholar] [Crossref]

5. Chung, E., Noor, N. M., & Vloreen Nity Mathew. (2020). Are you ready? An Assessment of Online Learning Readiness among University Students. International Journal of Academic Research in Progressive Education and Development, 9(1), 301–317. https://doi:10.6007/IJARPED/v9-i1/7128 [Google Scholar] [Crossref]

6. Dung, D.T.H., (2020). The Advantages and disadvantages of virtual learning. Journal of Research & Method in Education (IOSR-JRME),10(3), 45-48. https://DOI: 10.9790/7388-1003054548 [Google Scholar] [Crossref]

7. Fowler, S. (2018) The Motivation to learn Online Questionnaire. Doctor of Philosophy Dissertation. Graduate Faculty, The University of Georgia. Retrieved from https://getd.libs.uga.edu/pdfs/fowler_kevin_s_201805_phd.pdf [Google Scholar] [Crossref]

8. Iftanti, E., Imelda, & Yunita, W. (2023). Uncovering EFL learners’ demotivation towards English online learning during the COVID-19 pandemic in Indonesia. Studies in English Language and Education, 10(1), 96-116. http://dx.doi.org/10.24815/siele.v10i1.25401 [Google Scholar] [Crossref]

9. Jackson, S. L. (2015) Research methods and Statistics-A Critical Thinking Approach (5tH Edition) Boston, USA: Cengage Learning. [Google Scholar] [Crossref]

10. Meşe, E. & Sevilen, Ç. (2021). Factors influencing EFL students’ motivation in online learning: A Qualitative Case Study. Journal of Educational Technology & Online Learning, 4(1), 11-22. http://dergipark.org.tr/jetol [Google Scholar] [Crossref]

11. Rahmat, N. H. ., Sukimin, I. S. ., Sim, M. S. ., Anuar, M. ., & Mohandas, E. S. (2021). Online Learning Motivation and Satisfaction: A Case Study of Undergraduates vs Postgraduates. International Journal of Asian Social Science, 11(2), 88–97. https://doi.org/10.18488/journal.1.2021.112.88.97 [Google Scholar] [Crossref]

12. Sadeghi, M., (2019). A shift from classroom to distance learning: Advantages and Limitations. International Journal of Research in English Education, 4(1), 80-88. https://ijreeonline.com/files/site1/user_files_68bcd6/sadeghi92-A-10-156-1-48ab29c.pdf [Google Scholar] [Crossref]

13. Stephani, N., Alvin, S., & Riatun. (2023). Exploring college students’ motivations for choosing online learning program. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2266206 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study