This study proposes an engagement model that supports use of course-based online social networks for engaging student, and hence, improving their educational outcomes. This research demonstrates that instructors who create course-based online social networks to communicate with students can increase the student engagement in these online social networks, and increase student perceived educational outcomes. The model is developed and tested in a higher education setting. The primary contribution of this research is deepening insights into the information systems and communication artifact by conceptualizing a model that helps researchers understand the reasons why some communication types used by instructors via a course-based social network, such as appropriate humor messages, can improve engagement among students, and improve their perceived educational outcomes, while other communication types may negatively affect engagement within this course-based social network. One other contribution is studying the moderating impact of time spent by student in the online social network, as this factor makes the studying of engagement in online setting is unique than engagement in face-to-face setting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]