The purpose of this paper is to investigate the mediating role of online learning motivation (OLM) in the COVID-19 pandemic situation in Bangladesh by observing and comparing direct lectures (DL), instructor–learner interaction (ILI), learner–learner interaction (LLI), and internet self-efficacy (ISE) as predictors of OLM and online learning satisfaction (OLS). Data were collected from 442 undergraduate and graduate students from more than 35 universities in Bangladesh. To test the hypotheses, the PLS-SEM approach was applied using SmartPLS 3.0. The study shows a significant mediating role of OLM between the independent variables and learning satisfaction. In addition, DL, ILI, and ISE are shown to be significant predictors of student satisfaction. The findings have a number of valuable implications for education policy makers, universities, instructors, and students. Moreover, the study suggests some new research perspectives to overcome the limitations of this research and to gain precise knowledge on students' learning motivation and satisfaction regarding other online classes for different categories of students (e.g., high school and college, professional, and PhD).

中文翻译：

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调查在线学习动机在孟加拉国 COVID-19 大流行情况中的中介作用

本文的目的是通过观察和比较直接讲座（DL）、教师-学习者互动（ILI）、学习者-学习者互动，研究在线学习动机（OLM）在孟加拉国COVID-19大流行中的中介作用。 LLI）和互联网自我效能（ISE）作为OLM和在线学习满意度（OLS）的预测因子。数据来自孟加拉国超过 35 所大学的 442 名本科生和研究生。为了检验假设，使用 SmartPLS 3.0 应用了 PLS-SEM 方法。该研究表明OLM在自变量和学习满意度之间具有显着的中介作用。此外，DL、ILI 和 ISE 被证明是学生满意度的重要预测指标。研究结果对教育政策制定者、大学、导师，学生。此外，该研究提出了一些新的研究视角，以克服本研究的局限性，并准确了解学生对不同类别学生（例如高中和大学、专业和博士）的其他在线课程的学习动机和满意度.