Effects of Online Interaction and Instructor Presence on Students’ Satisfaction and Success with Online Undergraduate Public Relations Courses

Abstract

This study examined student success, failure, withdrawal, and satisfaction in online public relations courses based on instructor–student interaction, student–student interaction, and instructor presence. Student passing rates, D/F rates, withdrawal rates, and evaluations of instruction were compiled from fifty-one online PR courses run over the course of two years. The results from the study suggest that student–student interaction and self-discipline are the strongest predictors of success and satisfaction with online courses. Implications for online instructors are included.