Revisiting “power in the classroom”: exploring online learning and motivation to study course content

Renee Kaufmann, Marjorie M. Buckner

Research output: Contribution to journalArticlepeer-review

17 Scopus citations

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 languageEnglish
Pages (from-to)402-409
Number of pages8
JournalInteractive Learning Environments
Volume27
Issue number3
DOIs
StatePublished - 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

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