NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1007455
Record Type: Journal
Publication Date: 2013-Feb
Pages: 9
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0360-1315
Predicting Online Learning Success: Applying the Situational Theory of Publics to the Virtual Classroom
Kruger-Ross, Matthew J.; Waters, Richard D.
Computers & Education, v61 p176-184 Feb 2013
Following the trend of increased interest by students to take online courses and by institutions to offer them, scholars have taken many different approaches to understand what makes one student successful in online learning while another may fail. This study proposes that using the situational theory of publics will provide a better understanding of online learning success. The situational theory of publics states that an individual's ability to recognize the value of a situation and the desire and ability to remove obstacles in that situation will lead to greater involvement in that situation. Results from a survey of students (n = 182) who completed an online "Introduction to Public Relations" course shows that awareness of course concepts and recognition that the field was important for their post-college careers and that the students' abilities to overcome course and technical constraints significantly impacted students' information processing abilities, which lead to greater involvement in the class and greater exam scores. The implications of the findings are discussed to better inform online instructors about methods to increase awareness and involvement in the course and reduce constraints to participation. (Contains 2 tables and 1 figure.)
Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A