Anchored in Motivation: How Relevance, Connection, and Community Drive The Online Learning Journey

Figure 1. Motivation in online learning. Meme created by the author using Canva.

 

With years of experience in online graduate courses and online professional development, I’ve had my share of successes and challenges when it comes to staying motivated. Like many adult learners in an online learning experience, I often found myself juggling work, family, and deadlines. Some days, the motivation for online learning felt just out of reach. In this post, I will explore why motivation plays an important role in online learning success and how instructors can help spark and sustain it. I believe that small shifts in design and interaction can make a big difference in the level of student motivation.

The Role of Motivation in Online Learning Success

I've always thought of motivation in education as being a two-way street. While effort is required from the student, there must also be something meaningful to motivate them. As I thought further about motivation in online learning experiences, I began to think about Self-Determination Theory. Self-Determination Theory, developed by Deci and Ryan (2000), focuses on people’s natural desire to grow, learn, and feel connected. It explains how motivation is shaped by three basic psychological needs: autonomy, competence, and relatedness. When these needs are supported, learners are more likely to be self-motivated and engaged. Knowing this, I began to think specifically about relatedness and how adult learners could best be supported in building and sustaining motivation and engagement in online learning experiences. 

The Power of Course Relevance 

Whenever I take part in an online learning course, I am always looking to see how I can apply my learning to my current practice. If I struggle to find a connection, I often feel unmotivated and reluctant to continue my learning. Adult learners need to feel that what they are learning is relevant to them. When course content clearly links to real-life goals or professional growth, learners are more likely to stay motivated and committed. Salifu and Biney (2023) explain that when instructors make learning feel personally meaningful by connecting it to students’ goals and experiences, motivation often increases. Simonson and Zvacek (2024) note that when learners don’t understand the purpose behind an activity, they’re more likely to view it as unimportant or irrelevant, which lowers their willingness to engage. For instructors, making content relevant is a useful strategy for boosting motivation and encouraging deeper learning.

Building Connection and Community

In my opinion, one of the hardest things to replicate about an in-person learning experience is developing a sense of community and connection among the instructor and classmates. I believe that when an online learning experience incorporates connection and community, learners are inclined to feel more motivated to participate in the course content. Simonson and Zvacek (2024) emphasize that personal communication from instructors can play a powerful role in motivating learners. Simple practices like sharing encouraging messages and telling stories about personal struggles with learning can help students feel seen and supported. Creating opportunities for students to see and interact with both the teacher and their classmates can also foster a sense of presence and belonging, which is often missing in online formats. Salifu and Biney (2023) also highlight the importance of connection in online learning. Their research found that instructors who checked in on students individually, encouraged participation, and facilitated collaborative group activities saw increased motivation and cooperation among learners. Fortus et al. (2023) also found that when teachers take the time to listen to students’ questions and ensure they fully understand the material before moving on, students are more likely to stay motivated and develop a deeper sense of mastery. These efforts to build connection and community with online learners help students feel recognized and valued, which makes them more likely to stay engaged in the coursework.

Practical Ways to Boost Motivation Online

Although relatedness is just one component of motivation, it remains an important contributor. Relevance and a sense of community play an important role in fostering motivation among adult learners in distance education. Here are a few simple ways instructors can build these elements into their online teaching:

Connect content to real-life goals

Show students how their learning applies to their careers, interests, or day-to-day challenges.

Share your own learning journey

 Give students a glimpse into your own obstacles and how you overcame them. Reinforce the value of persistence.

Personalize your communication

A quick message of encouragement or feedback tailored to a student’s effort can go a long way.

Include opportunities for meaningful interaction

 Group work, discussions, and live sessions should feel natural and purposeful. When students see value in connecting with others, they’re more likely to stay engaged.

Encourage peer support 

When intentionally designed, group work and collaboration can foster a sense of shared purpose and accountability.

References 

Ackerman, C. E. (2018, June 21). [Diagram of self-determination theory]. In Self-determination theory: How it explains motivation. PositivePsychology.com. https://positivepsychology.com/self-determination-theory/

Fortus, D., Lin, J., & Passentin, S. (2023). Shifting from Face-to-Face Instruction to Distance Learning of Science in China and Israel During COVID-19: Students’ Motivation and Teachers’ Motivational Practices. International Journal of Science & Mathematics Education, 21(7), 2173–2183. https://doi-org.ezproxy.montevallo.edu/10.1007/s10763-022-10344-9

Khan Academy. (2020, September 10). 7 tips for motivating students during distance learning.
 [Video]. YouTube. https://www.youtube.com/watch?v=frgduiVfVno

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi-org.ezproxy.montevallo.edu/10.1037/0003-066X.55.1.68

Salifu, I., & Biney, I. K. (2023). The role of motivational teaching techniques in adult distance learning programmes. International Review of Education / Internationale Zeitschrift Für Erziehungswissenschaft, 69(4), 467–485. https://doi-org.ezproxy.montevallo.edu/10.1007/s11159-023-09997-7

Simonson, M., & Zvacek, S. (2024). Teaching and learning at a distance: Foundations of distance education (8th ed.). Information Age Publishing.