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Abstract
Online education in Bangladesh has emerged as a vital resource for students and professionals seeking versatile learning opportunities. E-learning platforms have become popular among learners for their wide range of courses and user-friendly interfaces. With online learning, students can be together in the classroom with an instructor while working through their digital lessons and assessments. When using distance learning, students work online at home while the teacher assigns work and checks in digitally. Therefore, the purpose of this research was to examine the determinants of online education in the mediating role of self-motivation from the context of higher secondary education level in Bangladesh. This research used both quantitative and descriptive analysis methods. A standardized questionnaire was used to collect 201 data points from higher secondary education level students using an online purposive sampling method. A partial least squares structural equation modeling (PLS-SEM) approach was used to evaluate the data and test the hypotheses. The results of the partial least squares structural equation modeling (PLS-SEM) method showed that online education was significantly associated with course curriculum, learning style, and self-motivation. The results also revealed that self-motivation significantly mediates the relationship between learning style and online education in the context of higher secondary education level in Bangladesh. The findings of this research will be crucial for policymakers in Bangladesh to successfully apply an online education system at the higher secondary education level during epidemic conditions.