To prevent Coronavirus (COVID-19) pandemic, distance (online) learning has quickly become the acceptable alternative option to classroom learning. This is because distance learning does not only provide a safe learning environment for students during COVID-19, but also effective social learning environment (Beck, 2015). The current study is based on Deci and Ryan's Cognitive Evaluation theory (1985), as it applies to home education and has been found that the whole home learning process is based on a student's intrinsic motivation to learn (Riley, 2016). The primary aim of the study is to examine how two basic psychological needs of competence and relatedness enhance learners' intrinsic motivation to learn at home during COVID-19 pandemic, as pointed out by the Cognitive Evaluation theory (1985). Secondly, it aims to find out to what extent distance learning can replace the classroom learning once the COVID-19 pandemic ends. A quantitative Intrinsic Motivation Inventory (IMI) scale was administrated with 120 undergraduate students to assess the two basic student psychological needs: competence and relatedness. A stimulated recall method was employed through using a videotaped replay where 10 female students' online learning action was recorded. The results indicated that focusing on the two basic learners' psychological needs, competence and relatedness, can significantly enhance leaners' intrinsic motivation. These, in turn, can significantly enhance students to learn during COVID-19. The current study findings provide valuable insights into online learning based on learners' intrinsic motivation.