Motivation to learn, mobile learning and online learning climate: moderating role of learner interaction

Abstract

Purpose

The purpose of this paper is to empirically exhibit the moderating effect of learner interaction (LI) on motivation to learn (MTL), mobile learning (ML) and online learning climate (OLC), so as to bring in enhanced rigour to the virtual knowledge dissemination during the times of crisis.

Design/methodology/approach

A total of 784 valid responses were considered for the confirmatory factor analysis to test the proposed hypotheses.

Findings

The study found that MTL and ML contributed to improved OLC and high LI moderated the positive relationship between MTL, ML and OLC. LI also directly contributed to an improved OLC.

Practical implications

Measures need to be designed to crowbar motivation to ensure heightened interaction of learners, to gear up the ML reach soaring heights achieving a dynamic OLC. Acclimatization of the OLC will be the visionary solution to tackle learning disruption during today’s pandemic times and also many other challenges to come in near-far future.

Originality/value

The current study established the moderating role of LI in influencing OLC, and also motivating facilitator’s for designing upgraded content, and thereby fuelling the intention to learn.

Citation

Swain, D., Jena, L.K., Dash, S.S. and Yadav, R.S. (2023), "Motivation to learn, mobile learning and online learning climate: moderating role of learner interaction", European Journal of Training and Development, Vol. 47 No. 1/2, pp. 123-140. https://doi.org/10.1108/EJTD-06-2021-0077