http://orcid.org/0000-0003-4522-9637
![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
ABSTRACT
Online learning is growing in popularity among students (Allen & Seaman, Citation2015. Grade level: Tracking online education in the United States. Newburyport, MA: Sloan Consortium), and online course opportunities seem to be increasing. Thus, it is important to examine classroom management behaviors such as power and its impact on motivation to study and student learning outcomes. The purpose of this study is to partially replicate Richmond’s (1990) work in the online learning context. Based on the findings, practical implications are presented for online instructors.
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes on contributors
Renee Kaufmann (Ph.D., University of Kentucky) is an Assistant Professor in the School of Information Science at the University of Kentucky.
Marjorie M. Buckner (Ph.D., University of Kentucky) is an Assistant Professor in the Department of Communication Studies at Texas Tech Univeristy.
ORCID
Renee Kaufmann http://orcid.org/0000-0003-4522-9637