There are various factors accounting for low motivation during the online lessons. First and foremost students are not always familiar with the environment or the tools used to deliver the lessons. In addition, the lack of personal contact both with the instructor and their classmates can demotivate them. Finally, one should take into account the various technical obstacles students encounter (ie lack of equipment, problems with internet access and connection to name but a few)

There are many reasons why students may feel demotivated during an online lesson. In my experience, having a bad Internet connection is on the top of the list, followed by poorly prepared lessons combined with our possible inexperience to use the tools effectively. Some students feel disconnected from their friends and this lack of interaction puts them off, (while others thrive because they can focus better, and they feel more protected by distance). In their minds, a screen is directly connected to gaming, speed, color, and fast reflexes so introducing different activities throughout our lesson is imperative as it prevents them from being bored. 

If you ask me, the key to student motivation has to do with internal drive and individual interests. Whether educators, entrepreneurs, or motivational speakers, we must ask ourselves: How can I help each of my students in order to feel more connected to themselves as learners, as well as more personally invested in the world they live in, as a result of deep engagement with the subject matter at hand?       

Many of the factors that hold true in effective traditional education formats also apply to online learning formats. For example, a low student-to-teacher ratio is necessary for probable student success, regardless of the format – in-person or online. However, there are a few specific techniques online instructors can adopt that will maximize the motivation, learning, and subsequent retention of their students. To motivate students online, we should provide opportunities for them to personally connect to the subject matter; have students set their own goals; set up a system for self-monitoring and progress-tracking; encourage students to even collaborate with us on the syllabus or course reading material (only if they are old enough; and usually prefer to act as the facilitator, rather than transmitter of information.

In my opinion, there are various factors that affect learners’ online motivation. 

To start with, convenience and flexibility of an online course can be of crucial importance as well as the usefulness and relevance of course materials to real life situations. 

Secondly, well-planned and organized lessons provide learners with a sense of security and exposure in a variety of teaching methods and instructional approaches prevent them from getting bored. 

What is more, teachers’ friendliness as well as learners’ active involvement in the learning process can have a significant influence on their motivation. 

Finally, the cognitive overload of an online course learning tasks and technical problems as well as communication breakdowns can cause learner dissatisfaction.