To explore the integration of education processes into social media, we tested an initial model of student learning via interactive web tools and theorized three sources of influence: interpersonal, intrapersonal, and masspersonal. Three-hundred thirty-seven students observed an online lecture and then completed a series of scales. Structural equation modeling supported several individual hypotheses and partially supported the overall model. Findings indicated that instructor credibility has a significant positive effect on content area knowledge, whereas social identification with online colearners has a negative effect on learning outcomes. Findings are discussed with respect to both theoretical and practical implications of the integration of interactive media as a classroom resource. (Contains 2 figures and 2 tables.)