A Study on the Relationship Between Online Learning Strategies and Learning Motivation Among College Students in the Internet Era

Abstract

This study focuses on college students in the internet era to examine the relationship between online learning strategies and learning motivation, aiming to identify strategy preferences and motivational differences across genders and majors. A questionnaire survey was conducted, yielding 200 valid responses. Using a five-point Likert scale, the correlations between online learning strategies-namely resource management, reflective summarization, information literacy, collaborative communication, and self-regulation-and learning motivation, including intrinsic and extrinsic motivation, were analyzed. The results indicate that: (1) college students generally value online learning strategies, with information literacy strategies being used most frequently, and male students demonstrating significantly higher proficiency than female students; (2) STEM students outperform liberal arts students in overall online learning strategies, whereas liberal arts students exhibit slightly higher extrinsic motivation and STEM students display stronger intrinsic motivation; (3) online learning strategies and learning motivation are significantly positively correlated, with information literacy strategies showing the strongest correlation with intrinsic motivation; (4) partial correlation analysis reveals that intrinsic motivation exerts a more pronounced independent effect on information literacy strategies. Based on these findings, it is recommended that universities enhance students' online learning effectiveness by fostering autonomous learning motivation and optimizing the functionality of learning platforms as well as the quality of available resources.