ONLINE LEARNING ENVIRONMENT DEVELOPMENT: ITS RELATIONSHIP TO LEARNING STYLE AND ACADEMIC MOTIVATION OF STUDENTS

Abstract

The primary aim of this study was to examine the significant impact of learning styles and academic motivation on the development of students’ online learning environments. The study utilized a quantitative design with a correlational approach. The participants were 355 public elementary school teachers. The analysis involved the use of mean, Pearson-r, and regression analysis to determine the findings. Additionally, adapted survey questionnaires were employed to assess learning styles, academic motivation, and online learning environment development. The results indicated that the levels of learning styles, academic motivation, and online learning environment were all very high. There was a significant relationship between learning styles and the development of the online learning environment, as well as between academic motivation and the online learning environment. Furthermore, regression analysis revealed that intrinsic occupational motivation and collaborative learning style had the most substantial influence on the development of the online learning environment, as evidenced by the highest beta coefficients.