System, scholar or students? Which most influences online MBA course effectiveness?
Considering the increasingly challenging resource environments in many business schools, this study examined whether course technologies, learner behaviors or instructor behaviors best predict online course outcomes so that administrators and support personnel can prioritize their efforts and invest...
| Publicado en: | Journal of Computer Assisted Learning Vol. 30; no. 4; pp. 349 - 363 |
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| Formato: | research tables/charts Journal Article |
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Wiley-Blackwell
2014 Aug
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=107867907&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 107867907 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: 2014 Aug vid: 30 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 107867907 107867907 2012661799 10.1111/jcal.12048 107867907 ppf: 349 ppct: 14 formats: tig: atl: System, scholar or students? Which most influences online MBA course effectiveness? aug: au: Arbaugh, J. B. affil: College of Business, University of Wisconsin Oshkosh, Oshkosh, WI, USA sug: subj: Education, Masters Learning Methods Computer-Assisted Instruction Education, Non-Traditional Outcomes of Education Academic Achievement Learning Environment Faculty Role Human Midwestern United States Descriptive Statistics Questionnaires Female Male Factor Analysis Regression Pearson's Correlation Coefficient Effect Size Adult Adult: 19-44 years Female Male ab: Considering the increasingly challenging resource environments in many business schools, this study examined whether course technologies, learner behaviors or instructor behaviors best predict online course outcomes so that administrators and support personnel can prioritize their efforts and investments. Based on reviewing prior online and blended management education literature, we hypothesized that instructor behaviors would be most predictive of online course outcomes. However, our study of 48 online Master of Business Administration courses found that although instructor behaviors (operationalized as teaching presence) was the strongest predictor of any of our three outcome variables (perceived learning), only student behaviors (operationalized as social presence) significantly predicted all three (course grades, perceived learning and delivery medium satisfaction). Technological characteristics, operationalized using variables from the technology acceptance model and media variety, predicted perceived learning (perceived ease of use) and delivery medium satisfaction (perceived usefulness). The paper provides recommendations for instructors and administrators based on the findings, specifically advocating for a balance between instructor and administrator involvement in course design, presentation and conduct. The paper concludes by describing research opportunities regarding the roles of social presence in and collaborative approaches to online learning in business schools. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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