This study aims to validate the theory of online learning as online participation by providing empirical data. Derived from social constructivist learning theory, social presence and collaboration are also important factors in online learning. Meanwhile, motivation is considered as crucial factor to trigger the learning. This study integrated and operationalized the online participation factor extracted from the theory of online learning as online participation proposed by Hrastinski (2009), social presence, collaboration, and both intrinsic (Flow) and extrinsic motivation (ARCS). The online learning course in Information Ethics in one of the university in Taiwan was used in this study. The particular online learning course had specific goals. It measured the students’ ethical reasoning, concern for information privacy, and students’ trust in ICT. This study confirmed the theory of online learning as online participation could significantly increase the learning effectiveness. While other factors were considered partially increased the learning effectiveness. Online participation also increased the concern for information privacy and students trust. In addition, it was found online participation and collaboration could increase students’ intrinsic motivation, measured by students’ Flow.

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