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Exploring the Impact of Videos on the Psychological Contract of Students in Online Human Resource Classes
Jim Aller, Allen Brown, and Shannon Perry
Georgia Southwestern State University, USA
Volume 17: 2024, pp. 00-00; ABSTRACT
This study examines the impacts of instructional videos on students’ psychological
contracts in online Human Resource classes. The psychological contract, which is based on
propositions about reciprocal obligations and benefits in exchange relationships, is utilized in the
educational setting. Using Psychological Contract Theory and Social Exchange Theory as
theoretical lenses, we used a qualitative narrative inquiry approach to investigate the experiences
and perspectives of 22 undergraduate students enrolled in online Human Resource courses at the
same university. The data was collected through structured interviews and evaluated using the
constant comparative approach. Three significant themes emerged: (1) the significance of personal
videos in establishing and strengthening students’ psychological contracts, (2) the distinct
characteristics of online students, who frequently balance work and study, and (3) restricted
participation in typical university activities. The findings imply that professor-generated movies
have a significant impact on students’ expectations, engagement, and perceived academic
performance. This study adds to the expanding body of work on psychological contracts in higher
education by providing insights into the advancing the online education. It has practical implications
for educators and organizations looking to improve online learning experiences through the
effective utilization of video content.
Keywords: video utilization, human resource courses, psychological contract, qualitative research, virtual student engagement.
