Predicting online learning success: Applying the situational theory of publics to the virtual classroom

Following the trend of increased interest by students to take online courses and by institutions to offer them, scholars have taken many different approaches to understand what makes one student successful in online learning while another may fail. This study proposes that using the situational theory of publics will provide a better understanding of online learning success. The situational theory of publics states that an individual's ability to recognize the value of a situation and the desire and ability to remove obstacles in that situation will lead to greater involvement in that situation. Results from a survey of students (n = 182) who completed an online “Introduction to Public Relations” course shows that awareness of course concepts and recognition that the field was important for their post-college careers and that the students' abilities to overcome course and technical constraints significantly impacted students' information processing abilities, which lead to greater involvement in the class and greater exam scores. The implications of the findings are discussed to better inform online instructors about methods to increase awareness and involvement in the course and reduce constraints to participation.

► Students were able to be classified using situational theory of publics variables. ► Differences emerged for awareness, involvement, and information seeking. ► Successful students in the online course had fewer offline and online distractions. ► Awareness of impact on careers led to the removal of obstacles for online learning. ► Reduction of obstacles then led to increased involvement in the virtual classroom.