The study examined the relationship between student perceptions of instructor power communication online and student endorsement of online courses. A series of logit models sought to answer whether perceived power relationships and instructor use of bases of powers predicted students self-reported willingness to (1) take another online course, and (2) recommend online courses to friends. Three instructor-student power relationships emerged from the current data. Students identifying a leader-follower relationship appeared significantly more likely to report intent to take further online courses and recommend online courses than students identifying expert service provider-consumer or punisher-punished relationships. Perceived instructor use of specific bases of power failed to predict online course endorsement.
Key words: bases of instructor power, instructor-student relationship, instructor-student power, online education, online course endorsement
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