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

Abstract

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.