Student and faculty interaction in motivated learning for face-to-face and online marketing classes

Researchers in the scholarship of teaching and learning are converging on the need to examine deeper motivational processes. This research addresses the conceptual and methodological issues identified in the learning literature. Using situated learning theory and motivational theory we develop hypot...

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Bibliographic Details
Published inJournal of education for business Vol. 96; no. 6; pp. 366 - 372
Main Authors Celuch, Kevin, Milewicz, Chad, Saxby, Carl
Format Journal Article
LanguageEnglish
Published Washington Routledge 18.08.2021
Taylor & Francis Inc
Subjects
Class delivery mode
College Faculty
Distance learning
Educational technology
Goal Orientation
Introductory Courses
Learning Motivation
Learning Processes
Marketing
mastery goal orientation
Mastery Learning
Motivation
Online Courses
relationship quality
Student teacher relationship
student-faculty interaction
Teacher Student Relationship
Teaching Methods
Undergraduate Students
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Summary:Researchers in the scholarship of teaching and learning are converging on the need to examine deeper motivational processes. This research addresses the conceptual and methodological issues identified in the learning literature. Using situated learning theory and motivational theory we develop hypotheses related to the perceived relational quality of the learning community, perceived student-faculty interaction, and mastery goal orientation. We test for differences between delivery modes and examine relationships among constructs. The research holds implications for future marketing education research and teaching.
ISSN:0883-2323
1940-3356
DOI:10.1080/08832323.2020.1848767