Abstract
Online learning is growing in popularity among students (Allen & Seaman, 2015. Grade level: Tracking online education in the United States. Newburyport, MA: Sloan Consortium), and online course opportunities seem to be increasing. Thus, it is important to examine classroom management behaviors such as power and its impact on motivation to study and student learning outcomes. The purpose of this study is to partially replicate Richmond’s (1990) work in the online learning context. Based on the findings, practical implications are presented for online instructors.
| Original language | English |
|---|---|
| Pages (from-to) | 402-409 |
| Number of pages | 8 |
| Journal | Interactive Learning Environments |
| Volume | 27 |
| Issue number | 3 |
| DOIs | |
| State | Published - Apr 3 2019 |
Bibliographical note
Publisher Copyright:© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.
Keywords
- Partial replication
- instructional communication
- interactive learning environment
- online learning
ASJC Scopus subject areas
- Education
- Computer Science Applications