This study focused on analyzing of diligent learner’s motivation and self-direction in learning according to the purpose of attending the course in online learning. For this purpose, survey was conducted with 119 diligent learners completing over 50% of online course at S university. The results were analyzed by dividing the participants into 2 groups of academic credit learners and self-study learners based on the purpose of attending the online course. As a result, there were a significant difference in 5 types of learning motivation, such as curiosity and excitement, interest on the subject, professor's recommendation, sense of challenge, and self-development, except the knowledge acquisition. In addition, area of learning environment management appeared to have a significant difference among the 4 components of self-direction in learning, such as learning value system, learning skill and strategy, learning performance management and learning environment management. The self-study leaners recognizes themselves as having less ability on the control of the learning environment compare to the academic credit leaners. Therefore, in online learning requiring high intrinsic motivation to success, the need of systematic support such as function for checking self-learning step by sharing other learners' learning history, applying of the course completion system, operating the tutor, and having a meeting, etc. is suggested for the self-study learner, even the diligent learner with highly autonomy in the university context.