To explore the integration of education processes into social media, we tested an initial model of student learning via interactive web tools and theorized three sources of influence: interpersonal, intrapersonal, and masspersonal. Three-hundred thirty-seven students observed an online lecture and then completed a series of scales. Structural equation modeling supported several individual hypotheses and partially supported the overall model. Findings indicated that instructor credibility has a significant positive effect on content area knowledge, whereas social identification with online colearners has a negative effect on learning outcomes. Findings are discussed with respect to both theoretical and practical implications of the integration of interactive media as a classroom resource.
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Carr et al. (2012) studied this question.
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