The Mediating Role of Learning Motivation in the Relationship Between Online Learning Environment and Cognitive Engagement Among Open and Distance Learning (ODL) Students in Selangor

Abstract

The rapid development of digital technology has transformed higher education and increased the importance of Open and Distance Learning (ODL). However, the effectiveness of online learning depends not only on the availability of digital platforms but also on the quality of the learning environment and students’ willingness to invest mental effort in their studies. This study examines the relationships between Technology Support, Learning Accessibility, Interaction and Communication, Learning Motivation, and Cognitive Engagement among ODL students in Selangor. It also investigates whether Learning Motivation mediates the relationships between the three dimensions of the online learning environment and Cognitive Engagement. A quantitative cross-sectional design was adopted, and data were collected through a structured online questionnaire. A total of 297 completed responses were included in the analysis. Descriptive statistics, reliability analysis, Pearson correlation, multiple regression, and regression-based mediation analysis using PROCESS Macro Model 4 with 5,000 bootstrap resamples were conducted. All seven direct relationships were positive and statistically significant at p < .001. The regression model explained 79.3% of the variance in Cognitive Engagement. Learning Motivation partially mediated the effects of Technology Support, Learning Accessibility, and Interaction and Communication on Cognitive Engagement. The findings show that effective ODL requires reliable technology, accessible resources, meaningful interaction, and strong motivational support. These factors operate together to encourage students to participate more deeply in their learning activities.