Elshareif, ElgilaniMohamed, Elfadil Abdalla2021-12-272021-12-27© 20212021Elshareif, E., & Mohamed, E. A. (2021). The effects of E-learning on students’ motivation to learn in higher education. Online Learning Journal, 25(3), 128-143. https://doi.org/10.24059/olj.v25i3.233624725749http://dx.doi.org/10.24059/olj.v25i3.2336http://hdl.handle.net/20.500.12519/478The recent COVID-19 pandemic has forced educational institutions worldwide to adopt e-learning. UAE higher education institutions have implemented e-learning systems and programs to cope with this unprecedented situation. This paper measured the strength of association between key aspects of e-learning systems and programs and students’ motivation to learn in Ajman University (AU). Cronbach’s coefficient alpha was used to test the internal consistency reliability of key aspects of e-learning (EL-8) and students’ motivation to learn (SML-16). Exploratory factor analysis was used to test the validity of, and coherence of patterns in, the data. Parametric and non-parametric methods were used to investigate the strength of association between key aspects of e-learning and students’ motivation to learn in AU. The results indicated that motivation variables were more strongly correlated with both e-teaching materials and e-assessments key aspects relative to others such as e-discussion, and e-grade checking and feedback. © 2021, The Online Learning Consortium. All rights reserved.enCreative Commons – Attribution International 4.0 (CC-BY) LicenseFactor analysisInternal consistencyKey aspects of e-learningMotivation to learnArticleCopyright : © 2021, The Online Learning Consortium. All rights reserved.