Literature review

In the sense of this pandemic, all the universities had to make online education sites for all types of
conventional education. Naturally, the modern on-line learning method has always been adapted by all
the students and teachers and MIU has never done this absolutely before and always had the
conventional teaching way. When I began the transition, I faced several obstacles, some of which were
challenges, how can students respond to that? The transition, its psychological effect on students who
are not college students or see teachers face to face, makes them feel hesitant to learn and to ensure
that students can completely access the Online Education Approach. Motivation is one of the most
important factors affecting the student willingness to learn. As Glenda C. Rakes & Karee E. Dunn stated
that Motivation is defined as the mechanism by which people stimulate and sustain objective-driven
activities. Motivation is commonly considered to be a mechanism that motivates a person's needs and
desires. The motivation to engage in academic work reflects student persistence, the interest in the
subject, and academic activity. The students' ability to influence their motivation is critical because of
these challenges. Intrinsic motivation is one distinguishing feature of motivation. It can be described as a
task for the sake of the individual's inherent satisfaction and not for a discreet result. Intrinsic
motivation improves as people assign learning effects to the internal factors they can control. Individuals
assume that they can accomplish desirable objectives improve their intrinsic motivation.

Efficiency of online learning is depended on the motivation of the student because if the
student is not motivated enough, he will be unable to focus and understand the topic that is explained
as in the book “Self-regulation of motivation when learning online: the importance of who, why and
how” it was stated that Effective online students must be inspired and trained. A self-regulatory
stimulation model (SRM) (Sansone and Thomann 2005) indicates that two motivation types are needed:
goal-specific (i.e., value for learning and hope) and experience-specific (i.e., whether it is interesting).
The RMAPO explores the impacts of using HTML online lessons, and the preliminary findings of the
project indicate that the addition of useful data (improving objective-specific motivation) foreshadows
higher levels of engagement (improvement of the experience), predicting motivation (interest) and
performance. Results of (HTML testing). The paper investigated whether individual computer
preferences contributed to the surveillance of these results. Students with the highest individual interest
(relative to the lowest) tend to show higher levels of commitment when presenting benefit information,
particularly when the benefits are framed by individual versus organizational applications. In
comparison, higher participatory levels have continued to project positive results irrespective of
interest. The impacts for optimal online learning environments are discussed.

Motivation is a point of strength to the students because it gives them ability to learn more and
excel. According to the book “Self-regulation of motivation when learning online: the importance of
who, why and how” it has been analyzed that motivation is a must by the results of a experiments. The
self-regulation models of motivation show that the gap between 200 C is blurred when students are
considered "motivated" or "unmotivated." Sansone et al. 123 Two forms of motivation which over time
have been integrated into self-regulation. The first type is defined in terms of objectives and
performance, and the type is usually discussed in self-regulation models. Goal-defined motivation may
also be critical to initial task selection and initial actions once a learning task is undertaken.
Nevertheless, these acts also impact the experience throughout the course. For instance, the same
action can lead to different experiences if the lesson text is interesting and stimulating versus
monotonous and dry. However, the need to break the monotony of reading text on a computer may
also inspire this behavior. Even if the motivation to learn the subject is to break the monotony, the
activity will increase the excitement of the learning experience and therefore more motivation to work
on the lesson. Instead of motivating the same behavior to break up the monotony by opting for
additional content, students could also learn more. In addition, Sansone and collectors' research
indicates that a sequential relationship can be formed between the objectives of motivation and the
experiences. It has been quoted that learners may feel less engaged if only asynchronous
communication is used, as is reflected by general findings that both quantity and quality of contributions
to discussion forums often differ greatly across individual learners, depending on their motivation “

Others claim that motivation doesn’t affect the online learning process as they say that many of
the master’s students that got their lectures online were not motivated and they’ve accomplished their
master degree and exceled at their work. But they might be mistaken because at least they were
motivated by the least level or they had a thing that they worked for or a goal to achieve so they were
motivated. According to “Online vs. Classroom Learning: Examining Motivational and Self-Regulated
Learning Strategies Among Vocational Education and Training Students’ it has been claimed that Student
version for assessing intrinsic and external motivation online and face-to-face. In the study carried out by
Johnson et al., accountability, leisure, enhanced grades and preferences for online interactions in the
student sample were intrinsic motivation. In this study. Johnson et AL researchers found that students
report of higher grade levels were linked rather than external to inherent motivation. This was inconsistent
with previous studies which showed reduced intrinsic motivation for external reward. They have also
found that students who are extrinsically driven online have been enrolled because of limitations in time,
such as home and job obligations. Those students who are personally inspired by international skills
preferred conventional courses as they had a reliable movement and no program constraints. Irrespective
of the course delivery choice, Johnson et AL survey has shown that motivation is related to the tendency
to act. Three components were identified, explaining 59.3%, 27.9% and 10.7% of the total variance. 98%
of the overall variance of the structure was clarified in the three-factor analysis. Several regressions
analyze showed a positive connection between the motivation of taking online courses and the intention
to pursue online courses for students, whereas a negative relation of motivation to take face-to-face
courses is with the intention of taking online courses and according to the “ journal of computer assisted
learning “ CMC research has shown that successful use and involvement in online learning of
simultaneous and asynchronous communication methods is linked to individual differences between
students, and extremely powerful motivating and determining relationships.

To sum up, motivation is the key to enhance the ability of the student to learn more efficiently,
because the motivated student is more active listener therefore the information will be delivered and
understood better. As it was been stated by the authors entitled “Stephanie Smith Budhai, Ke'Anna
Brown Skipwith,” Training and active learning deals with motivation, barriers, different types of
learning and social interaction. Teachers' learning results and objectives are closely linked to the
goals of gamification, simulation and digital learning platforms. These are examples of active
learning that not only improve the learning skills needed in training such as team building skills,
problem-solving, feedback, analysis, etc. Outside a Discussion Board They also enhance the know-
how necessary in education.
 Work cited Page
- Journal of computer assisted learning:
Authors: B.Giesbers, B.Rienties, D.Tempelaar & W.Gijselaers

- Best practices in engaging online learners through active and experimental learning strategies:
Authors: Ke'Anna Brown Skipwith and Stephanie Smith Budhai
Publishing date: 2017

- Journal of interactive online learning: vol9

Authors: Glenda C. Rakes & Karee E. Dunn
Publishing date November 1 spring 2010

- Online vs. Classroom Learning: Examining Motivational and Self-Regulated Learning Strategies
Among Vocational Education and Training Students:
Authors: Carla Quesada-pallares, Angelina Sanchez-Marti, Anne Ciraso-Cali & Pilar Pineda-
herrero
Publishing date: December 19 2019

- Self-regulation of motivation when learning online: the importance of who, why and how:
Authors: Carol Sansone, Tamra Fraughton, Joseph L. Zachary, Jonathan Butner, Cecily heiner
Publishing date: 27 February 2011