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Online learning is becoming more prevalent in the academic sector, and many institutions have changed their teaching methodologies from face-to-face learning to online learning. However, the issue is whether all students are prepared for the changes in the learning method. This paper presents a study on students’ motivation in an online learning environment of the Introduction to Engineering Design course. The first objective is to identify the differences in students’ motivations between the early and end of the semester. The is adapted from Pintrich’s Motivated Strategies for Learning Questionnaire (MSLQ). The questionnaire consists of six constructs: intrinsic motivation, extrinsic motivation, task values, control of learning, self-efficacy, and self-regulation. The data collected are analyzed using Wilcoxon Signed Ranks Test. The results show no significant difference in the overall students’ motivation between the beginning and the end of the semester (p=0.856). However, based on the six constructs, intrinsic motivation (p=0.034) and self-regulation (p=0.005) are identified to be significantly different. The second objective is to investigate the factors affecting students' online learning motivation. Responses on four items are tested using Multiple Linear Regression. The findings indicate that the lecturer’s contribution and guidance are the most significant factor influencing students’ motivation. Results from this study suggest that in conjunction with the online challenges, students establish their expectations at the beginning of the semester, and towards the end, they can adapt and act appropriately to suit the circumstances. Secondly, the lecturers' contribution and guidance are significant predictors of students’ motivation in online learning.
Helmi et al. (Tue,) studied this question.