LAUSR

ABSTRACT This study explored relationship between students’ conscientiousness and motivation, their impressions of the online environment, and their learning. Also examined were relationships between their impressions of the online environment and their sense of community and their interactions with others. Questionnaires were completed by 84 students at a private college. Students who were more conscientious and intrinsically motivated had more favorable impressions of online courses. They were engaged, and perceived value in the course, and were less anxious or frustrated when taking online courses. Those students who perceived a sense of community, or social presence, also had more favorable impressions. These relationships and their implications are discussed.