Students’ Motivation in Distance Learning: How it would be affected and why it matters?

DOI

10.2991/978-2-494069-89-3_119How to use a DOI?

Keywords

Distance learning; Distance education; Students’ motivation; Academic performance; The COVID-19 pandemic

Abstract

The widespread use and introduction of distance education have led to a large number of novel theoretical and empirical studies. The potential impact of distance learning on student motivation and academic performance is very important, especially these days due to the pandemic. Most studies have investigated the effectiveness of distance learning and the relationship between student motivation and academic achievement. After article screening and quality assessment, the article presents a systematic review of 28 studies that investigated the relationship between student motivation and academic achievement, as well as student motivation in online settings. Through the systematic review, this article synthesizes the empirical findings of the existing literature and examines efforts to elucidate the link between student motivation and academic performance in distance education. Finally, the paper discusses the implications of distance education and student motivation and offers some suggestions for future research.

Copyright

© 2022 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Manze Zhou
PY  - 2022
DA  - 2022/12/30
TI  - Students’ Motivation in Distance Learning: How it would be affected and why it matters?
BT  - Proceedings of the 2022 5th International Conference on Humanities Education and Social Sciences (ICHESS 2022)
PB  - Atlantis Press
SP  - 1026
EP  - 1035
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-494069-89-3_119
DO  - 10.2991/978-2-494069-89-3_119
ID  - Zhou2022
ER  -