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

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.

2021). As a result, online learning has provided students with flexibility, autonomy, and access to diverse

learning resources, which have reshaped traditional learning experiences (Chung et al., 2020; Sadeghi, 2019).

motivation. Studies indicate that motivation plays a crucial role in determining the effectiveness of online

education, influencing students’ engagement, persistence, and overall academic success (Rahmat et al., 2021).

While some learners thrive in online environments due to the flexibility and accessibility they offer, others

struggle with self-regulation, limited interaction, and reduced engagement, which can lead to decreased

motivation and learning satisfaction (Meşe & Sevilen, 2021; Iftanti et al., 2023).

Cognitive Social Learning Theory and Fowler’s (2018) Online Learning Motivation model. Bandura’s theory

learners perceive their motivation within this mode of learning. This study aims to investigate students’

perceptions of their behaviour, personal components, and environmental influences in online learning and

examine the relationships among these factors. Specifically, this study is done to answer the following

questions;

persist through challenges, and maintain motivation (Chung, Noor, & Mathew, 2020). On the other hand,

students with low self-efficacy often struggle with time management and self-discipline, leading to

disengagement (Iftanti et al., 2023).

Another CSLT component, observational learning, plays a critical role in motivation. In traditional classrooms,

students model behaviors by watching peers and instructors. However, in asynchronous online settings, the

absence of real-time interactions can make this process difficult (Meşe & Sevilen, 2021). To compensate,

online platforms incorporate discussion forums, peer feedback, and video-based interactions to foster social

learning (Rahmat et al., 2021). The environmental aspect of CSLT is also crucial. In online learning, factors

such as course design, instructor engagement, and feedback quality directly impact motivation (Al Rawashdeh

et al., 2021). Poorly structured courses with minimal instructor interaction often lead to demotivation, whereas

et al., 2020). This is particularly valuable for working professionals and part-time learners who require

adaptable schedules (Stephani et al., 2023). Another key benefit is autonomy in learning, which fosters

intrinsic motivation. Students who set their own learning goals tend to stay engaged and perform better

(Rahmat et al., 2021). Many digital platforms now include interactive tools like gamification, AI-driven

recommendations, and multimedia content, making learning more engaging (Fowler, 2018). Additionally,

diverse online resources enhance learning. Compared to traditional textbooks, online education provides access

to videos, simulations, and case studies, catering to different learning preferences (Al Rawashdeh et al., 2021).

Despite these advantages, student engagement and motivation remain major challenges. A key issue is the lack

of real-time interaction, which can lead to feelings of isolation. Research shows that students in online settings

often feel disconnected from instructors and peers, which negatively affects their learning experience (Meşe &

Sevilen, 2021). Unlike face-to-face education, where discussions occur naturally, online learners must make a

conscious effort to engage in digital interactions. Another challenge is that online learning requires strong self-

management and self-discipline often fall behind due to fewer external pressures compared to traditional

classrooms. Technological limitations also create barriers to effective learning. Not all students have equal

access to high-speed internet, reliable devices, or quiet study environments, affecting their ability to participate

in online courses (Alfarimba et al., 2021). Additionally, excessive screen time has been linked to mental

further research is needed to determine the long-term impact of these technologies on motivation and student

performance.

The Cognitive Social Learning Theory (CSLT) introduced by Bandura (1986) emphasizes the interaction

between cognitive, behavioral, and environmental factors in shaping motivation and learning. This theoretical

framework has been widely applied to online learning contexts, where self-efficacy, observational learning,

and social reinforcement play crucial roles in sustaining student motivation (Rahmat et al., 2021). While some

studies have demonstrated that self-regulation and autonomy are key predictors of motivation in online

environments (Chung et al., 2020), others highlight the necessity of instructor support and peer interaction to

prevent disengagement (Meşe & Sevilen, 2021).

Learning online has brought about many benefits to both full-time and part-time learners. In a quantitative

study conducted by Chung et al. (2020), the respondents in the study generally agreed that online learning

motivated them in a lot of ways. The study investigated online readiness among UiTM Sarawak students. 91

respondents took part in this study and responded to the Online Learning Readiness Scale (OLRS) survey. As

stated earlier, in general, the respondents felt that online learning brought about many benefits and this is

because they were able to share ideas and at the same time learn from their mistakes when learning online.

Besides that, the researchers stressed that motivation is not only important but also influences what people

learn, how and when they choose to study. This has indeed proven that online learning has its benefits. A

similar finding was also found in a study conducted by Al Rawashdeh et al. (2021). The purpose of this

learning is an effective way of delivering teaching and learning. They believed that online learning may

someday take over the conventional way of learning as it helps learners in the educational process. Researchers

A qualitative study by Stephani et al. (2023) discovered a similar finding to the two earlier studies conducted

by Rawashdeh et al. (2021) and Chung et al. (2020). The study by Stephani et al. (2023) aimed to look at

university students' motivation to take up online learning programs. 32 respondents took part in the focused

group discussion session and responses from the respondents were analysed using thematic analysis. Findings

learning programs. Respondents felt that learning online gives them convenience. This is because they could

learn anytime and anywhere and at the same time build a network with other students. In addition, they could

also express their views regarding an issue and have discussions with other learners. Stephani et al. (2023)

stressed that motivation plays a crucial role in online learning as it can influence what, when, and how students

study discovered that the participants perceived online learning negatively due to the minimal communication

motivated in their learning process.

To conclude, based on the studies above, it could be seen that online learning has its perks and drawbacks.

Recent studies mentioned above proved that learners feel motivated when learning online for several reasons.

Although one of the studies presented above generally received negative feedback, however, when a more

conducive learning environment was shown by the teachers, the respondents felt motivated. Hence, it could be

proven that online learning boosts one’s motivation to learn.

the conceptual framework presented in figure 1 below. According to Fowler (2018), the sources of online

motivation are expectancy, value and social support. Expectancy is measured by self-efficacy and control of

learning beliefs. Value is measured by intrinsic and extrinsic gal orientation as well as task value. Social

questionnaire. Based on the table, statement number six received the highest mean score of 4.2 where the

respondents expected that they would do well in their courses. The second-highest mean score could be seen

from statement five, with a mean score of 4.1. The statement pointed out that students felt confident that they

could understand the most complex material by their instructor. Both statements three and eight recorded a

mean score of 4. Statement three highlighted that students were confident that they could learn the basic

concepts that they were taught and statement eight on the other hand stated that respondents were able to do

well because of their teachers and personal skills although their classes were difficult. Next, the respondents

score of 4. Statement five recorded a mean score of 3.8, while statement four recorded a mean score of 3.7.

if they did not understand the online material and that they did not try hard enough if they did not understand