RELATIONSHIP BETWEEN ONLINE LEARNING READINESS AND STUDENT MOTIVATION

This study aims to determine the relationship between online learning readiness (technology access, technology skills, self-directed learning, and online communication) and student motivation. This study also examined the preferred online learning platform and challenges the student to face during online learning. The theory used in this study is Self-Determination Theory (SDT). A survey methodology was used in this study. This research utilized a Google Form survey which was distributed among 134 students from the HRD program from one public university in Kota Samarahan, Sarawak. The preferred online learning platform and challenges during online learning were analyzed using descriptive analysis. The results show that majority of the students preferred using the Zoom Meeting platform and lack of selfmotivation was a challenge they faced. The relationship between online learning readiness (technology access, technology skills, self-directed learning, and online communication) and student motivation was analyzed using the Spearman Correlation Analysis. Meanwhile, the Multiple Regression Analysis was used to find the dominant factor of online learning readiness that influences student motivation. The result revealed that there is a significant relationship between online learning readiness (technology access, technology skills, self-directed learning, and online communication) and student motivation. The results also revealed that the dominant factor that influences student motivation is online communication. The result may provide guideline for Cognitive Sciences and Human Resource Development program to implement or modify the current learning practices to improve student motivation especially for online communication between the students and instructors. In order to gain future insight regarding the area of this study