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.

中文翻译：

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学生和教师在面对面和在线营销课程的积极学习中互动

摘要

教学和学习奖学金的研究人员正致力于研究更深层次的动机过程。这项研究解决了学习文献中确定的概念和方法问题。使用情境学习理论和动机理论，我们提出了与学习社区的感知关系质量、感知的师生互动和掌握目标导向相关的假设。我们测试交付模式之间的差异并检查构造之间的关系。该研究对未来的营销教育研究和教学具有重要意义。