Applying a model of communicative influence in education in closed online and offline courses

Abstract

This research explores communicative influences on cognitive learning and educational affect in online and offline courses. A survey was conducted of students (N = 147) enrolled in online and offline courses within a single department during Summer 2013. Respondents were asked about their perceptions of classroom communication. Responses were subjected to structural equation modeling to predict each respondent's final course grade and educational affect. Results provide mixed support for Carr et al.'s [1] communicative influence in education model (CIEM), with strong and significant effects identified only for online courses. While hypotheses regarding the mediating effects of instructor credibility and social identification with co-learners were rejected, direct effects of course modality on these variables were identified. Findings are discussed with respect to differences in online and offline communication, online and offline courses, with implications for educators and institutions.