Rahman Md H Asibur, Uddin Mohammad Shahab, Dey Anamika
Department of Business Administration, Faculty of Business & Social Science (FBSS) Bangladesh University of Professionals (BUP) Dhaka Bangladesh.
Department of Management University of Chittagong Chittagong Bangladesh.
J Comput Assist Learn. 2021 Dec;37(6):1513-1527. doi: 10.1111/jcal.12535. Epub 2021 Mar 2.
The purpose of this paper is to investigate the mediating role of online learning motivation (OLM) in the COVID-19 pandemic situation in Bangladesh by observing and comparing direct lectures (DL), instructor-learner interaction (ILI), learner-learner interaction (LLI), and internet self-efficacy (ISE) as predictors of OLM and online learning satisfaction (OLS). Data were collected from 442 undergraduate and graduate students from more than 35 universities in Bangladesh. To test the hypotheses, the PLS-SEM approach was applied using SmartPLS 3.0. The study shows a significant mediating role of OLM between the independent variables and learning satisfaction. In addition, DL, ILI, and ISE are shown to be significant predictors of student satisfaction. The findings have a number of valuable implications for education policy makers, universities, instructors, and students. Moreover, the study suggests some new research perspectives to overcome the limitations of this research and to gain precise knowledge on students' learning motivation and satisfaction regarding other online classes for different categories of students (e.g., high school and college, professional, and PhD).
本文旨在通过观察和比较直接授课（DL）、师生互动（ILI）、生生互动（LLI）以及网络自我效能感（ISE）作为在线学习动机（OLM）和在线学习满意度（OLS）的预测因素，来研究在孟加拉国新冠疫情形势下在线学习动机的中介作用。数据收集自孟加拉国35多所大学的442名本科生和研究生。为了检验假设，使用SmartPLS 3.0应用了PLS-SEM方法。研究表明，在线学习动机在自变量和学习满意度之间具有显著的中介作用。此外，直接授课、师生互动和网络自我效能感被证明是学生满意度的显著预测因素。研究结果对教育政策制定者、大学、教师和学生具有许多有价值的启示。此外，该研究还提出了一些新的研究视角，以克服本研究的局限性，并获取关于不同类别学生（如高中和大学、专业和博士）对其他在线课程的学习动机和满意度的精确知识。
