ISSN: 2226-6348
Open access
The education system has shifted on from hybrid learning to 100% e-classroom or online learning (e-learning) because of the Movement Control Order (MCO) by cause of COVID-19, that caused major interference to teaching and learning. Experiential learning and self-motivation are principles of learning developed from constructivism theory which applies to associating and engaging in e-learning. The challenge of e-learning is the lack of student skills to be actively involved in e-learning which increases student motivation during the teaching and learning. However, many researchers’ tendency on learning the stated engagement, perceived satisfaction, and feedback of students. fundamentals but lack off method on the teaching such as engagement during e-learning. The objective of this research is to investigate the connection between the two principles of online learning which are experiential learning and motivation toward engagement in e-learning. 421 students from local Higher Education Institutions (HEIs) have been participated in the study. A pilot and screening test was done before the actual survey deliver. Using Smart PLS analysis, this study obtained significant findings on experiential learning and self-motivation. The obtained R² value of 0.563 indicated that two variables, which are experiential learning and self-motivation, represented 56% of the variance in engagement. The AVE result on experiential learning obtained 0.698, while self-motivation was 0.744. Based on the results, all structures have reached the satisfactory level of AVE result of >0.5. For further study, it is suggested to elaborate on other principles.
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In-Text Citation: (Mansor et al., 2022)
To Cite this Article: Mansor, N. A., Abdullah, N., & Rahman, H. A. (2022). Experiential Learning and Self-Motivation Factors for Engaging in E-Learning. International Journal of Academic Research in Progressive Education and Development, 11(3), 1072–1083.
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