Abstract:

In the past decades, technological advancements have influenced the educational landscape. Especially in higher education, online and blended learning are actually recognized as effective modes of educational delivery, even in official programs such as bachelor’s and master’s degrees. This digital transition offers significant opportunities. At the same time, it requires an understanding of students’ motivational and relational processes in virtual environments throughout their academic path, particularly in light of challenges posed by distance, such as social isolation, reduced engagement, and higher dropout rates. In these situations, characterized by reduced physical attendance and flexible scheduling, students' responsibility and self-regulation in attending and completing training become central determinants of academic success.

Intrinsic motivation, the most autonomous form of motivation, driven by internal drive rather than external pressure, assumes an important role in course participation in e-Learning and online environments. The processes generated in these educational settings can be investigated through the framework of Self-Determination Theory (SDT), developed by Deci and Ryan. SDT conceptualizes motivation along a continuum ranging from externally regulated forms to more autonomous and fully internalized forms of regulation. According to the theory, autonomous motivation develops as a result of meeting three fundamental psychological needs: autonomy, competence, and relatedness. Support for autonomy and competence can be structured similarly in face-to-face and online situations. Instead, support for relatedness presents unique demands in digital learning environments. Relatedness refers to the experience of feeling connected to others, cared for, and valued within a social context. In online settings, fostering this sense of connection can be particularly complex due to physical distance, limited informal interaction, and lack of in-person communication. These constraints may weaken students’ sense of belonging and, consequently, undermine motivation and persistence.

From this perspective, online course design should provide opportunities for meaningful social interaction. Existing research underscores the importance of structured peer collaboration, an engaged and supportive instructor presence, and well-integrated synchronous activities to develop learning communities characterized by meaningful and sustained interactions. Such interactions may foster a sense of connection among participants, address the need for relatedness, and consequently enhance intrinsic motivation and academic persistence.

Focused on papers published over the last decade, this work presents a narrative theoretical review that offers a perspective on the role of relatedness within online learning environments in higher education and the effective ways to fulfill this specific need. Through the lens of Self-Determination Theory, we analyze studies demonstrating the importance of social interactions in digital learning environments and how these, in turn, influence motivation, thereby delineating key factors for effective instructional design.

Keywords:

Self-Determination Theory, Relatedness, Autonomous Motivation, Online Learning, Higher Education, Social Interaction.