Abstract
The purpose of this study is to develop and validate a model exploring the relationship between motivation for online learning and the responses towards Facebook promotions for online courses. A conceptual model was created and empirically tested using data from a survey of 151 Indian undergraduate and postgraduate university students. Quota sampling method was used to identify the sample and the analysis used Binary Logistic Regression. The study indicated a limited support for the influence of learning motivation factors on the propensity to respond to Facebook promotions for online courses. It also revealed that while gender made a significant difference in the responses, with females being more influenced by Facebook promotions to take up online courses, age or educational qualifications were not found to be significant differentiator. What did make a difference was the relative importance the students placed on course related factors. Facebook promotions were seen to be significantly more effective for those for whom the course name and peer reviews were important, but significantly less effective for those for whom certifications and placements were important.
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