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Is There an Optimal Design for On-Line MBA Courses?
Abstract
While there is an increasing body of literature on the effectiveness of on-line courses, studies on the effects of factors predicting Web-based course success over time are limited. I consider the effects of technological characteristics, the pedagogical structure of courses, and their relationship to student learning and satisfaction with the Internet as a course delivery medium in hopes of identifying a framework for Web-based course design that on-line MBA programs and individual faculty members might apply to their courses and be reasonably effective even if they are new to teaching on-line. My results suggest that a framework of selecting an on-line course software platform that students perceive to be both useful and easy to use, using a variety of media on the course Website, promoting the "any time, anywhere" aspects of the learning environment, and encouraging participant interaction is positively associated with effective course outcomes for Web-based courses.
... For instance, prior online learning experiences can positively affect students' expectations of online courses (Hixon et al., 2016), perceptions of online courses (Astani et al., 2010), self-efficacy (Shen et al., 2013), utilization of strategies (Shih et al., 2006;Wang et al., 2013), motivation (Yoo, 2013), engagement (Martin & Bolliger, 2018), satisfaction (Jan, 2015;Landrum, 2020), and learning outcomes from online courses (Hachey et al., 2015) to varying degrees. On the other hand, some research has demonstrated the negative effect of prior experiences for later success and perceptional changes (e.g., Arbaugh, 2005;Artino, 2011). Thus, this study aims to explore the role of prior online learning experience to further understand its relationship to student success as defined by the factors of perceived cognitive presence, social presence, teaching presence, engagement, and satisfaction. ...
... However, some contradictory findings have also been reported for prior online learning experience. For instance, Arbaugh (2005) conducted a four-year longitudinal study between 1998 and 2002 and found that students' ratings of perceived learning decreased between their beginning course and subsequent courses while they were in the Master of Business Administration (MBA) program. This means that prior online learning not only did not improve students' perceived learning over time but, in fact, caused its decline. ...
... Instruments of student perceptions were assumed to give us a unified measure to compare different student outcomes across courses and contexts. This argument has been supported by previous literature (Arbaugh, 2005;Richardson et al., 2010). ...
The increase in online education creates a need to explore how learning outcomes, student satisfaction, and student perceptions about online courses are affected by prior online learning experiences. This study examined the role of prior online learning experience on students’ perceived cognitive presence, social presence, teaching presence, engagement, and satisfaction. The archival data of online learners at a large midwestern university (a total n=878), including survey responses related to Community of Inquiry (CoI), engagement, and satisfaction, were utilized to conduct statistical analyses to determine whether student responses differed by the number of online courses taken previously. We found that only social presence scores (CoI sub-scale) and emotional engagement scores (engagement sub-scale) differed by the number of the online courses taken. However, the effect size was small. We concluded that student satisfaction, engagement, and perceptions of cognitive and teaching presence are not related to prior online course experiences. Implications are discussed.
... Some of the more prominent themes of this period included comparative studies of online and classroom-based delivery (Arbaugh, 2000), the incorporation of frameworks developed from discipline-based perspectives such as the technology acceptance model (TAM) and the more recent unified theory of acceptance and use of technology: unified theory technology (Davis, 1989;Venkatesh, Thong, & Xu, 2016). Program-level studies of online learning effectiveness are also prominent in this stream (Arbaugh, 2005;Bocchi, Eastman, & Swift, 2004). ...
... Like entrepreneurship education, online and blended business education research has garnered significant attention, with scholars publishing works across a range of BME journals, including those with roots in information systems (Venkatesh et al., 2016), management (Comer & Lenaghan, 2013), operations management (Callister & Love, 2016) and top BME outlets (e.g. Arbaugh, 2005). ...
... In contrast, this stream has few review and conceptual articles but significantly more quantitative and classroom studies with student samples. This finding can be explained by many of these studies having their roots in TAM (Davis, 1989)one that has been in existence since the 1980s and has been widely accepted as the foundation to study student behavior in learning technologies and their outcomes OMJ (Arbaugh, 2005;Eom, Wen, & Ashill, 2006;Johnson, Hornik, & Salas, 2008). TAM theory has enabled researchers to focus on testing different parts of the model in the higher education learning environment. ...
Purpose
This paper aims to compare the nature of three different business and management education (BME) research streams (online/blended learning, entrepreneurship education and experiential learning), along with their citation sources to draw insights on their support and legitimacy bases, with lessons on improving such support and legitimacy for the streams and the wider BME research field.
Design/methodology/approach
The authors analyze the nature of three BME research streams and their citation sources through tests of differences across streams.
Findings
The three streams differ in research foci and approaches such as the use of managerial samples in experiential learning, quantitative studies in online/blended education and literature reviews in entrepreneurship education. They also differ in sources of legitimacy recognition and avenues for mobilization of support. The underlying literature development pattern of the experiential learning stream indicates a need for BME scholars to identify and build on each other’s work.
Research limitations/implications
Identification of different research bases and key supporting literature in the different streams shows important core articles that are useful to build research in each stream.
Practical implications
Readers will understand the different research bases supporting the three research streams, along with their targeted audience and practice implications.
Social implications
The discovery of different support bases for the three different streams helps identify the network of authors and relationships that have been built in each stream.
Originality/value
According to the authors’ knowledge, this paper is the first to uncover differences in nature and citation sources of the three continuously growing BME research streams with recommendations on ways to improve the support of the three streams.
... Concerning web-based learning, it is seen as a better tool to the extent that it provides a lot of instructional strategies (e.g., text, audio, graphics, synchronous and asynchronous communication) that can be structured to address students' needs. It is also pointed out that some clusters of web-based learning features may prompt to greater instructional impact including media assortment, facilitation of Web exploration, learner simplicity, and flexibility of utilization (Arbaugh, 2005). ...
... Regarding web-based learning, it is seen as a better tool to the extent that it provides a lot of instructional strategies (e.g., text, audio, graphics, synchronous and asynchronous communication) that can be structured to address students' needs. It is also pointed out that some clusters of web-based learning features may prompt to greater instructional impact including media assortment, facilitation of Web exploration, learner simplicity, and flexibility of utilization (Arbaugh, 2005). ...
The research aimed at investigating the effect of a web-based self regulated learning strategies program to improve EFL preparatory stage pupils' speaking skills. The participants of the research were sixty (60) second year preparatory pupils from Riyadh Elsalheen Private School, Mansoura, Al Dakahlia Governorate, Egypt. The study adopted the quasi-experimental research design. So, there were two groups: an experimental group (n= 30) taught through the suggested program and a control (n= 30) taught through the regular method. To collect data, the researcher used multiple instruments: an EFL speaking skills test, a speaking skills rubric and self-regulated learning strategies inventory. The results of the research revealed that the experimental group outperformed the control group in the speaking skills. The research recommends using web-based self-regulated learning strategies as a technique in teaching EFL skills and as a training approach in professional development programs of EFL teachers .
... Concerning web-based learning, it is seen as a better tool to the extent that it provides a lot of instructional strategies (e.g., text, audio, graphics, synchronous and asynchronous communication) that can be structured to address students' needs. It is also pointed out that some clusters of web-based learning features may prompt to greater instructional impact including media assortment, facilitation of Web exploration, learner simplicity, and flexibility of utilization (Arbaugh, 2005). ...
... Regarding web-based learning, it is seen as a better tool to the extent that it provides a lot of instructional strategies (e.g., text, audio, graphics, synchronous and asynchronous communication) that can be structured to address students' needs. It is also pointed out that some clusters of web-based learning features may prompt to greater instructional impact including media assortment, facilitation of Web exploration, learner simplicity, and flexibility of utilization (Arbaugh, 2005). ...
The research aimed at investigating the effect of a web-based self regulated learning strategies program to improve EFL preparatory stage pupils' reading skills. The participants of the research were sixty (60) second year preparatory pupils from Riyadh Elsalheen Private School, Mansoura, Al Dakahlia Governorate, Egypt. The study adopted the quasi-experimental research design. So, there were two groups: an experimental group (n= 30) taught through the suggested program and a control (n= 30) taught through the regular method. To collect data, the researcher used multiple instruments: an EFL reading skills test and self-regulated learning strategies inventory. The results of the research revealed that the experimental group outperformed the control group in the reading skills. The research recommends using web-based self-regulated learning strategies as a technique in teaching EFL skills and as a training approach in professional development programs of EFL teachers .
... Given the lack of research focusing on understanding antecedents of student GALP, prior research on general models of student outcomes, such as: perceived learning (Arbaugh, 2005); persistence towards graduation (Reason, 2009, p. 661); and development (Blau & Snell, 2013;Sandoval-Lucero, 2014) were reviewed. These models generally propose an increasing impact of independent variable sets for explaining the dependent variable or outcome. ...
... Stepwise regression analyses are appropriate to test the significance of the incremental variance in dependent variables explained by each added independent variable set (Stevens, 1992). Based on prior general theory and research (Arbaugh, 2005;Blau & Snell, 2013;Reason, 2009), the background variables were entered as Step 1, followed by the college-related variables in Step 2, the professional development variables were added to the model in Step 3, and finally the motivation variables were added in Step 4. Race was recoded into a binary variable, i.e., white versus non-white, for the regression analyses (Stevens, 1992). Only the final full regression models will be reported for the fall and spring samples. ...
Motivated by a lack of scales for measuring business undergraduates’ grading assessment learning perceptions (GALP), this research created two three-item GALP scales, closed and open. Two separate samples of senior business undergraduates (fall, 2015, n = 220 and spring, 2016, n = 690) were used. Closed GALP and open GALP were identified via exploratory and confirmatory factor analyses. Subsequent stepwise regression analyses consistently showed that satisfaction/reputation had a positive impact and accounted for the most variance in these two GALP scales across both samples. Research limitations and future research issues are discussed.
... For instance, prior online learning experiences can positively affect students' expectations of online courses (Hixon et al., 2016), perceptions of online courses (Astani et al., 2010), self-efficacy (Shen et al., 2013), utilization of strategies (Shih et al., 2006;Wang et al., 2013), motivation (Yoo, 2013), engagement (Martin & Bolliger, 2018), satisfaction (Jan, 2015;Landrum, 2020), and learning outcomes from online courses (Hachey et al., 2015) to varying degrees. On the other hand, some research has demonstrated the negative effect of prior experiences for later success and perceptional changes (e.g., Arbaugh, 2005;Artino, 2011). Thus, this study aims to explore the role of prior online learning experience to further understand its relationship to student success as defined by the factors of perceived cognitive presence, social presence, teaching presence, engagement, and satisfaction. ...
... Instruments of student perceptions were assumed to give us a unified measure to compare different student outcomes across courses and contexts. This argument has been supported by previous literature (Arbaugh, 2005;. ...
... For instance, prior online learning experiences can positively affect students' expectations of online courses (Hixon et al., 2016), perceptions of online courses (Astani et al., 2010), self-efficacy (Shen et al., 2013), utilization of strategies (Shih et al., 2006;Wang et al., 2013), motivation (Yoo, 2013), engagement (Martin & Bolliger, 2018), satisfaction (Jan, 2015;Landrum, 2020), and learning outcomes from online courses (Hachey et al., 2015) to varying degrees. On the other hand, some research has demonstrated the negative effect of prior experiences for later success and perceptional changes (e.g., Arbaugh, 2005;Artino, 2011). Thus, this study aims to explore the role of prior online learning experience to further understand its relationship to student success as defined by the factors of perceived cognitive presence, social presence, teaching presence, engagement, and satisfaction. ...
... Instruments of student perceptions were assumed to give us a unified measure to compare different student outcomes across courses and contexts. This argument has been supported by previous literature (Arbaugh, 2005;. ...
... The first group deals with the direct relationships between each success factor and learning outcomes and/or the students' satisfaction. However, these studies ignored the synergistic effects of CSFs interacting together (Arbaugh, 2005;Barbera, Clara, & Linder-Vanberschot, 2013;Eom & Ashill, 2016;Eom, Ashill, &Wen, 2006;Johnson, Hornik, & Salas, 2008;Kim, Kwon, & Cho, 2011;Mashaw, 2012;Peltier, Drago, & Schibrowsky, 2003;Sun, Tsai, Finger, Chen, & Yeh, 2008). The second group of research deals with modeling several CSFs that consider the interdependence of the CSFs that affect e-learning outcomes (LaPointe & Gunawardena, 2004;Peltier, Schibrowsky, & Drago, 2007;Young, 2005;Wan, 2010;Wan, Wang, & Haggerty, 2008;Wilson, 2007). ...
... This approach deals with the direct relationships between each success factor and learning outcomes as shown in Figure 3. Many e-learning empirical research studies (Johnson et al. 2008;Marks et al. 2005;Peltier et al. 2003) ignore the synergistic effects of success factors interacting together (Arbaugh 2005;Barbera et al. 2013;Eom and Ashill 2016;Eom et al. 2006;Johnson et al. 2008;Kim et al. 2011;Mashaw 2012;Peltier et al. 2003;Sun et al. 2008). ...
Research on e-learning has been conducted over the past several decades. The most common e-learning empirical research streams have been studies that examine potential predictors of course learning outcomes. Building a holistic success model with a system’s view is a critical issue that must be tackled to make progress toward building robust e-learning theories. The purpose of this research is to further investigate the critical issue raised by Eom and Ashill (2018) to guide future empirical research in building robust e-learning theories. The majority of e-learning empirical research studies of critical success factors over the past decade built models of a set of disconnected constructs. We conclude that it is imperative for future e-learning empirical research to focus on building a holistic success model of a set of interconnected constructs with a system’s view.
... Although the emphasis here is on CNAs, which by definition include both audio and visual components, for the sake of convenience and adapting to learners' lives (especially nontraditional learners; Arbaugh, 2005;Lemak, Shin, & Montgomery, 2005;Lents & Cifuentes, 2009), we recommended that, whenever possible, instructors should make an audio-only file of the CNA file available to learners. This might be especially convenient for non-traditional learners, who can listen to the narration while commuting, doing chores, or working out. ...
... Additionally, research shows that posting course materials in a variety of formats increases perceived learning, and that giving learners control over the medium of instruction improves learning outcomes (Arbaugh, 2005;Brown, Howardson, & Fisher, 2016). ...
... Young (2006) [8] surveyed students and established that there are basically three qualities that students expect the most from their teachers like encouraging motivation, facilitating the course effectively communicating effectively with them during online teaching. Arbaugh (2005) [9] opined technology, behavioral characteristics of the learners, and instructors' teaching style as vital challenges in online education. Brooks (2003) [10] mentioned to attitudes of teachers as a main problem affecting teaching online courses. ...
... Young (2006) [8] surveyed students and established that there are basically three qualities that students expect the most from their teachers like encouraging motivation, facilitating the course effectively communicating effectively with them during online teaching. Arbaugh (2005) [9] opined technology, behavioral characteristics of the learners, and instructors' teaching style as vital challenges in online education. Brooks (2003) [10] mentioned to attitudes of teachers as a main problem affecting teaching online courses. ...
COVID-19 has affected Higher Educational Institutions (HEIs) not only in Wuhan, China where this novel corona virus originated but all other HEIs across the globe in 2020. In India, closure of schools & colleges since March 2020 has made education of the students a great challenge in front of the HEIs teacher. Although, teachers are making all the efforts to pass the knowledge to the students from home during lockdown by adapting several online tools.The research was conducted to study the perception of teachers and their experiences of teaching students online during the lockdown. A questionnaire was distributed to 300 teachers of HEIs out of which 260 responses were analysed. The Exploratory Factor Analysis (EFA) was carried out in SPSS 23. The analysis represents the perception of teachers towards online teaching the basis of four factors "Efficacy", "Communication Gap", "Teachers Burden" and "Comfortability". Research findings indicated that the majority of teachers had intermediate computer competency and half of them had training in online teaching, with only a few having a stability issue with internet connection. From the analysis it was revealed that teachers believe that online teaching result in more academic dishonesty, impersonal and lack feeling compared to face-to-face teaching, and difficult in student-teacher interaction. Additionally, faculty believed all lectures cannot be replaced by technology tools and it increases teacher's burden. Teachers also opined that technology of online education courses is difficult to manage. However, study shows that despite challenges the teachers are taking online teaching positively and with time they have adapted to the new normal from face to face teaching to 7010 http://annalsofrscb.ro online teaching. Teachers of HEIs are overall in favour of online teaching thus embracing the challenges imposed by COVID-19 pandemic by actively partaking in shaping the future of students during these tough times.
... Increased social presence thus leads the students to be more attentive 24 , motivating them and engaging them in deeper cognitive processing of the material 25 . Moreover, an increased social presence of the instructor can result in enhanced positive affective responses 26,27 . Thus, social cues can elicit positive social responses and promote learners' motivation and understanding. ...
Online education has become increasingly popular in recent years, and video lectures have emerged as a common instructional format. While the importance of instructors’ nonverbal social cues such as gaze, facial expression, and gestures for learning progress in face-to-face teaching is well-established, their impact on instructional videos is not fully understood. Most studies on nonverbal social cues in instructional videos focus on isolated cues rather than considering multimodal nonverbal behavior patterns and their effects on the learning progress. This study examines the role of instructors’ nonverbal immediacy (a construct capturing multimodal nonverbal behaviors that reduce psychological distance) in video lectures with respect to learners’ cognitive, affective, and motivational outcomes. We carried out an eye-tracking experiment with 87 participants (Mage = 24.11, SD = 4.80). Results of multilevel path analyses indicate that high nonverbal immediacy substantially increases learners’ state motivation and enjoyment, but does not affect cognitive learning. Analyses of learners’ eye movements show that learners allocate more attention to the instructor than to the learning material with increasing levels of nonverbal immediacy displayed by the instructor. The study highlights the importance of considering the role of multimodal nonverbal behavior patterns in online education and provides insights for effective video lecture design.
... They discussed the clear shift of social presence over time in online course discussions due to the level of effectiveness and interactivity of open communication and its impact on the community's cohesion. Arbaugh (2005) discussed differences in how male and female students communicate, which is affected by community development and the nature of the task. Therefore, Garrison (2007) stated that social, cognitive, and teaching presence need to be interpreted in "the broader context of a Community of Inquiry that concurrently considers social, cognitive and teaching presence issues and variables" (p. ...
Distance Education in Saudi Arabia is experiencing a steady increase in female student enrollments due to a number of factors including increased E-learning modalities. E-learning provides more equal learning opportunities than traditional gender-segregated face-to-face classes because online learning environments have fewer gender restrictions. This allows women to participate more equally in higher education and benefit from the expertize of male instructors. This study examines Saudi female students’ perceptions of online learning in university courses taught by male instructors. It documents the supports and challenges female students encountered when they took these courses and considers cognitive, social, and teaching presence. Recommendations include providing faculty training and professional development programs to build online teaching confidence and equip faculty members with teaching skills in culturally specific teaching contexts.
... When it comes to the efficacy of learning, e-learning should be capable of offering individualized experiences and comparable benefits in terms of enjoyment and learning performance management as conventional face-to-face classroom instruction (Arbaugh, 2005;Bolliger & Wasilik, 2009). To maintain connection, both instructors and students need internet facilities while using e-learning. ...
English is an essential skill that must be acquired. It is a globally understood language that facilitates communication between individuals from different countries. There are several methods to achieve proficiency in English; one of them is via reading literature. A textbook serves as both a tool and a means of acquiring knowledge. Reading is a fundamental ability. Interpretation is the cognitive ability or process of extracting meaning or understanding from written or spoken communication. Today, technology is advancing swiftly, making tasks more convenient than ever before. Individuals no longer need to actively pursue knowledge or be concerned about being in a secluded location devoid of libraries and bookshops. The data was readily accessible on our display, often at no expense, and presented in a numerical format. E-books, internationally recognized as digital publications, are texts presented in a digital format. Although they may include graphics and graphs to some extent, their forms mostly make them text-oriented. The findings of the study show several benefits to using electronic books, but there are also drawbacks associated with them. However, the process of learning involves acquiring knowledge and effectively using it. The origin of knowledge is boundless; it may arise from any source, at any moment, and include any subject matter.
... The inclusion of multimedia elements including music samples, images, and animations can enhance the learning process. According to Arbaugh (2005), adding more media to course websites and uploading course materials in a variety of formats enhance the webbased learning experience. Combining text, audio, and visual information can increase the depth of the content. ...
Web-based learning is evolving as the new architype of modern education. The present research examined the extent to which student engagement (Vigor, Dedication, and Absorption) is affected by Web-Based Learning Resources (Availability, Usefulness, Easiness and Quality). Further, this study investigated the effects of need for achievement and self-efficacy on Web-Based Learning Resources (WBLR). The proposed study model was tested by employing higher order structural equation modeling. The results of the study established positive significant effect of WBLR on student engagement. Based on the results of this study, it is argued that the instructors of management education may efficiently assign their time and efforts to improve the student engagement. JEL Classification: M5, M31, M37
... Instructor supports are widely considered as important for learning interaction and can dramatically increase the learning interaction. Playing an important role in facilitating participant interaction [18] the instructor is considered to be a determinant of quality in online courses [19], as they are involved in the process of guiding collaborative learning, which can encourage learners to thoroughly discuss and analyse the relevant knowledge involved in collaborative learning [20]. Supports and guidance assist learners to study effectively during the interaction by helping them decide or select what topics to discuss and create opportunities for interaction. ...
With the extensive use of information technology, online learning has played an increasingly indispensable role in providing quality education. This study aimed to establish a learning effect model to identify the key factors in online education. Based on the system view, a conceptual model from environmental factors to learning performance was constructed from the perspective of learning interaction to study the internal mechanism of the impact of environmental factors on learning performance. An empirical study of 340 Chinese college students conducted showed that instructor supports have no significant direct impact on learning performance but indirectly impact through the intermediary role of learning interaction and self-regulated learning. Learning interaction and course design have a direct and indirect impact on learning performance. Various practical implications for educators to support their decisions are discussed and directions for further research are proposed.
... Social presence significantly affects students' learning experience and performance. For example, social presence has a strong positive relationship with students' learning outcomes (Arbaugh, 2005;Hwang & Arbaugh, 2006) and learner satisfaction (Arbaugh & Benbunan-Fich, 2006;Benbunan-Fich & Hiltz, 2003). ...
... With the proper assistance of the internet along with the support of information and communication technology, both learning and teaching happen in online educational services (Beqiri et al., 2010). E-learning and online education bring many benefits to the stakeholders of educational institutions it includes a substantial reduction of cost on physical infrastructures, transferring economy as a digitally knowledgeable society, fast and simple way of knowledge sharing activities ( Bhuasiri et al., 2012;Taylor, 2007;Arbaugh, 2005). Universities' effort on online education brings opportunities to integrate their activities with the global educational environment (Lee, 2010). ...
The present study was conducted to investigate the Impact of online class service quality on students' satisfaction on Post COVID-19: Evidence from selected self-financing Engineering Institutions. Aim of the study: Education is one and the main important basic services to develop and grow the economy. To face the current COVID-19 pandemic situation, in India all the segments of the education sector adopt online class practices to provide uninterrupted education to students. The main objective of the paper is to find the impact of self-financing engineering institutions' online class service quality on students' satisfaction. Assurance, reliability, responsiveness, empathy, and tangibility are the dimension taken from the SERVQUAL framework. This paper tries to suggest a solution in the required service quality dimensions to improve the performance of online class service quality. Research design and Methodology: The study adopted an explanatory research design. Anna University-affiliated self-financing engineering institutions in the Vellore zone have been analyzed by conducting a convenience sampling survey. Correlation and Regression statistical tools were employed with the help of SPSS software to get the results. Findings and Conclusion: Overall the results of the study showed that, through the regression analysis, it is observed that the responsiveness dimension of service quality produced the highest significant result followed by reliability and tangibility achieved significant statistics in the online service quality dimension on student satisfaction.
... Developed from a review of fifty years of educational literature, Chickering and Gamson's first principle is, "Encourages contact between stu dents and faculty." This first principle is influenced by instructor immediacy behaviors and participant interaction, with both having a positive influence on student learning and course satisfaction (Arbaugh, 2001(Arbaugh, , 2005Baker, 2004;Hiltz and Wellman, 1997;Swan, 2002). ...
To be truly effective, online learning must facilitate the social process of learning. This involves providing space and opportunities for students and faculty to engage in social activities. Although learning management systems offer several tools that support social learning and student engagement, the scope, structure, and functionality of those tools can inhibit and restrain just-in-time social connections and interactions. In this teaching tip, we describe our use of Twitter to encourage free-flowing just-in-time interactions and how these interactions can enhance social presence in online courses. We then describe instructional benefits of Twitter, and conclude with guidelines for incorporating Twitter in online courses.
... Online learning has broadened educational opportunities for non-traditional students who must balance education with work and family responsibilities, or who live in areas far from educational institutions (Arbaugh, 2005;Lemak et al., 2005). Online learning is more than a convenience, however. ...
Principles derived from the Cognitive Theory of Multimedia Learning (CTML; Mayer in: Multimedia learning, Cambridge University Press, Cambridge, 2021) provide valuable guidance for enlisting commonly-available technologies to create effective online multimedia lessons. Specifically, CTML can guide instructional designers on the use of slide-sharing programs to create concise, narrated animation segments; the use of survey programs to interpolate questions and prompts between these segments to facilitate generative learning activities; and the use of video-sharing sites to provide learners with control over relatively superficial aspects of instruction. The application of CTML to the design of online multimedia lessons raises a number of theoretical and practical questions, including the need to better understand the relationship between working memory capacity and working memory duration, the importance of retrieval as a learning process, and the relative impact of selection and organization processes on learning.
... Baruch (2009) defines the MBA as a collective term and argues that MBA exists in many forms across the world. For example, executive MBA versus conventional MBA, full-versus part-time MBA (Heimovics et al., 1996), US-versus European-oriented MBA; case-study versus textbookbased MBA; face-to-face versus online MBA (Arbaugh, 2005) Studies argue that an MBA program equips graduates with managerial competency and offers an attractive career opportunity. For example, Ascher (1984) and Carnall (1992) argue that an MBA graduate will have higher earnings and self-confidence with the most updated business knowledge and experience. ...
This study investigates the skills catered through the Commonwealth MBA (CEMBA) and Commonwealth MPA (CEMPA) program of Bangladesh Open University (BOU) and their appropriateness in the context of the socio-economic transformation of Bangladesh. The study is driven by two pertinent research questions: R1. Are the skills catered by the CEMBA program relevant to the current needs of the job market? R2. What are the scopes for revisiting the CEMBA curriculum and making it meaningful in the current workplace contexts? The study found a significant skill mismatch in the Commonwealth MBA/MPA graduates. Therefore, the need for transforming the curriculum and instructional methods has been emphasized by the respondents.
... From this point of view, the integration of the e-learning system has provided some benefits to both service providers and service buyers (Kartha, 2006;Bhuasiri et al., 2012;Pham et al., 2018;Pham et al., 2019b). Some of these benefits are that e-learning systems create time and cost advantages in service provider universities (Arbaugh, 2005), provide instant notification of academic studies carried out in different parts of the world on certain academic subjects (Taylor, 2007), and enable them to run programs jointly with various education programs around the world (Lee, 2010). Furthermore, the benefits of e-learning for university students are undeniable regarding allowing education to be carried out from anywhere at any time by exceeding the concept of time and space (Bhuasiri et al., 2012), enabling them to access the information they need at any time (Wisloski, 2011), and participating in training in different parts of the world, both academically equipped and contributing to their personal development (Wagner et al., 2008;Pham et al., 2019a). ...
The spread of higher education institutions, the differentiation of students' demands and expectations, the increasing importance of education on the internet, and the increasingly diversified education and training techniques grew the integration of technology with teaching and have led to the creation of various innovative education methods. E-learning, which has become a necessity, has become a part of today's academic world, especially in the face of current conditions. It has a critical role in issues such as measuring the service quality of educational institutions, regarding competition and determining the evaluations of the individuals using the service about the system, gaining competitive advantage, and creating satisfaction. This study aims to demonstrate the validity and reliability of the "E-Learning Service Quality Scale" developed by Pham et al. (2019a) by adapting it to Turkish. It is expected that the findings of this study will contribute to the literature regarding providing an up-to-date scale to measure the e-learning service quality of higher education institutions.
... From this point of view, the integration of the e-learning system has provided some benefits to both service providers and service buyers (Kartha, 2006;Bhuasiri et al., 2012;Pham et al., 2018;Pham et al., 2019b). Some of these benefits are that e-learning systems create time and cost advantages in service provider universities (Arbaugh, 2005), provide instant notification of academic studies carried out in different parts of the world on certain academic subjects (Taylor, 2007), and enable them to run programs jointly with various education programs around the world (Lee, 2010). Furthermore, the benefits of e-learning for university students are undeniable regarding allowing education to be carried out from anywhere at any time by exceeding the concept of time and space (Bhuasiri et al., 2012), enabling them to access the information they need at any time (Wisloski, 2011), and participating in training in different parts of the world, both academically equipped and contributing to their personal development (Wagner et al., 2008;Pham et al., 2019a). ...
The spread of higher education institutions, the differentiation of students' demands and expectations, the increasing importance of education on the internet, and the increasingly diversified education and training techniques grew the integration of technology with teaching and have led to the creation of various innovative education methods. E-learning, which has become a necessity, has become a part of today's academic world, especially in the face of current conditions. It has a critical role in issues such as measuring the service quality of educational institutions, regarding competition and determining the evaluations of the individuals using the service about the system, gaining competitive advantage, and creating satisfaction. This study aims to demonstrate the validity and reliability of the "E-Learning Service Quality Scale" developed by Pham et al. (2019a) by adapting it to Turkish. It is expected that the findings of this study will contribute to the literature regarding providing an up-to-date scale to measure the e-learning service quality of higher education institutions.
... External validity can be supported by considering different managementrelated topics and learners with different educational backgrounds, such as managers attending MBA courses online (Arbaugh, 2005). To support construct validity, and to better understand how constructs, such as engagement, goal orientation, and satisfaction, work with the learning process, future research could consider a more detailed and focused analysis of those constructs. ...
Online training to improve problem-solving skills has become increasingly important in management learning. In online environments, learners take a more active role which can lead to stressful situations and decreased motivation. Gamification can be applied to support learner motivation and emotionally boost engagement by using game-like elements in a non-game context. However, using gamification does not necessarily result in supporting positive learning outcomes. Our analysis sheds light on these aspects and evaluates the effects of points and badges on engagement and problem-solving outcomes. We used an experimental approach with a fully randomized pre-test/post-test design of a gamified online management training program with 68 participants. The results demonstrate that points and badges do not directly improve problem-solving skills but are mediated by emotional engagement to positively influence problem-solving skills. Additionally, satisfaction with the gamification learning process positively relates to emotional engagement. Thus, when creating online training programs, it is essential to consider how to engage students and to think about the design of the learning environment. By identifying the limitations of gamification elements, the study’s results can provide educators with information about the design implications of online training programs for management learning.
... In this case, perceived learning outcomes may be a better measure than traditional learning outcomes measures. The argument that traditional measures can be problematic in cross-comparison cases has been reported by some previous researchers (Arbaugh, 2005;Richardson et al., 2010Richardson et al., , 2017Rovai et al., 2009). Obviously, sometimes perceived learning outcomes are the more appropriate measure for a particular research context, and they can be an accurate representation of what students have achieved from online learning programs where complex involvement of different components is present. ...
Nowadays, online learning is already ubiquitous in the education of most countries and is one of the fastest-growing trends in the use of educational technology. However, despite literature on the effectiveness of online learning, little is known about the influence of student media literacy on effective learning outcomes in online learning. The present study tried to fill this research gap by exploring the effect of the four-factor construct of media literacy on effective learning outcomes that were measured by focusing on how students perceived their overall learning outcomes in online learning. Data were collected in a sample of 421 undergraduate students from 32 universities in Vietnam. The results of the structural equation modeling indicated that except for functional prosumption, the remaining three factors of media literacy (functional consumption, critical consumption, and critical prosumption) had significant positive effects on perceived learning outcomes. Critical prosumption was found to be the most powerful significant influence on student learning outcomes in the online learning environment. The findings provide some significant practical implications for stakeholders in setting up strategic plans for increasing the effectiveness of online classes.
... Teachers may also benefit from the community inquiry framework's social presence dimension. Studies report a strong association between learning performance and social presence (Arbaugh, 2005;Williams et al., 2006). By enabling group cohesion, open communication, and affective expression (Garrison & Arbaugh, 2007), teachers may motivate students for online learning, reduce their social isolation and enhance learning performance. ...
This study investigates the relationship between self-regulated language learning strategies English learners use in online and traditional classrooms and their self-regulation experiences in both settings. An explanatory sequential design was used to make a comparison. A total of 106 students from a preparatory school at a Turkish state university took part in the study and seven students were interviewed to better understand their experiences. The results suggest that students had a higher mean of self-regulation in face-to-face classrooms than online. There is a significant positive relationship between their self-regulated learning in face-to-face and online classes. Language learners' self-regulation in face-to-face education accounts for 32% of their online self-regulated learning. The qualitative data supports quantitative data and reveals significant themes and categories to uncover students' self-regulation in face-to-face and online environments. The results are comparatively discussed. Implications and recommendations are provided. Send private message for more info.
... Selection of multimedia presentation has an influence on the perceived usefulness as suggested in literature material (Liu, Liao & Pratt, 2009). Arbaugh (2005b) looked at student's perceived learning and satisfaction with e-learning, and investigated the notion of media variety on e-learning effectiveness and concluded, among other things, that using a variety of media positively influences learning effectiveness. It is, therefore, necessary to perform additional work to investigating types of media-presentation and its relationship with quality perception of users and ultimate student satisfaction. ...
At present, advances in technological development have not only altered modern lifestyles but also transformed the way in which we teach and learn. In education sector, dynamic improvements have been witnessed in the context of innovative educational delivery methods in order to boost education process, particularly for accessing courses and related activities. In the current study, we examined quantitatively, how delivery modes/media type is important to the domain of e-learning, and why delivery modes are deemed as a significant aspect of pedagogy. This study has applied the theoretical underpinning of the media richness theory, the cognitive theory of multimedia learning, and considered how the extended SERVQUAL model (i.e. ELQ model) constructs are related to this study. Data were gathered from 475 university students, which exhibited their preference and inclination of utilizing multiple delivery modes in line with different dimensions of the ELQ model. Results, obtained through Structural Equation Modelling (SEM), revealed that students associate e-learning system quality with the media format in which the learning content is provided. When the learning content is provided in full audio/video, they perceive it to be of better quality since it lowers their cognitive load, ultimately leading towards improved students' performance in an e-learning setting.
... Second, the majority of e-learning success models (Arbaugh, 2005;Kim et al., 2011;Eom and Ashill, 2016;Eom et al., 2006;Sun et al., 2008;Mashaw, 2012;Johnson et al., 2008;Peltier et al., 2003;Barbera et al., 2013) examined the relationships between independent variables and dependent variables using the simple cause-effect relationship model. This means that each independent variable is directly connected to the dependent variables without mediating variables. ...
This paper examines the impact of using mobile devices, the pivotal element of a student-centered ecosystem, on the learning process and learning outcomes from a system’s view in which mobile technologies are considered a critical success factor to facilitate the dialogue and self-regulatory learning processes, thereby enhancing e-learning outcomes. We synthesize the disparate literature to develop an elevated model. A total of 323 valid and unduplicated responses from students who have completed at least one online course at a Midwestern university in the U.S. were used to examine the structural model, using SmartPLS v. 3.3.2. The results of this study show that the use of mobile devices positively affects student-instructor and student-student dialogues. It also facilitates the self-regulation process, which in turn positively affects the learning outcomes. Integrating mobile technology enables educational institutions to design and build distance learning systems that allow students to be highly flexible with their locations and schedules in the learning process. We discuss several implications of this research for educational institutions and distance learners in a student-centered higher education ecosystem.
... Sosyal bulunuşluk kavramı, çevrimiçi ortamlarda katılımcıların diğer katılımcılarla etkileşimde bulunması, onlarla bağ kurması ve kendilerini içinde bulundukları topluluğun bir parçası olarak görmesiyle ilgilidir (Garrison & Arbaugh, 2007). Yapılan çalışmalar sosyal bulunuşluk ile öğrenme çıktıları arasında güçlü bir ilişki olduğunu ortaya koymaktadır (Arbaugh, 2005;Arbaugh ve Hwang, 2006;Williams, Duray ve Reddy, 2006). Bu ilişki öğrenme sürecinde sosyal iletişim ve etkileşimi destekleyerek işbirlikli etkinliklerin kullanımının önemini artırmaktadır. ...
Bu bölümde Sorgulama Topluluğu Kuramı bileşenleriyle birlikte açıklanarak alanyazındaki ilgili makalelerin analizi yapılmıştır. Sorgulama Topluluğu Kuramı, çevrimiçi öğrenme ortamlarında, öğrenenlerin birbirleriyle etkileşim kurarak işbirlikli etkinlikler gerçekleştirmelerini amaçlamaktadır. Kuram, sosyal bulunuşluk, bilişsel bulunuşluk ve öğretimsel bulunuşluk olmak üzere üç bileşenden oluşmaktadır. Çevrimiçi eğitimde anlamlı öğrenme bu üç bileşenin etkileşimiyle sağlanmaktadır. Sosyal bulunuşluk, bir sorgulama topluluğundaki katılımcıların iletişim aracılığıyla kişiliklerini sosyal ve duygusal olarak topluluğa yansıtma yeteneği veya katılımcıların gerçek olarak algılanma dereceleri olarak tanımlanmaktadır. Bilişsel bulunuşluk bir sorgulama topluluğundaki katılımcıların ortak araştırmaları ve tartışmaları sonucunda bilgiyi yapılandırma ve anlamlandırma süreci olarak, öğretimsel bulunuşluk ise, bilişsel ve toplumsal süreçlerin yönetilmesi, anlam oluşturma sürecinin kolaylaştırılması, tasarımı ve yönlendirilmesi şeklinde tanımlanmaktadır. Bölümün ikinci kısmında kuramın alanyazında kullanımına yönelik sistematik analiz gerçekleştirilmiştir. Analiz sonuçlarına göre kuramın makalelerde kullanım amacı değişkenlik göstermekte olup ilgili çalışmalarda en fazla kuram bileşenleri ve farklı değişkenler arasındaki ilişki incelenmiştir. Kuram ile sıklıkla ilişkilendirilen kavramların, akademik başarı, motivasyon, öğrenci katılımı, öğrenci memnuniyeti ve etkileşim olduğu görülmüştür. Ayrıca kuramın makale bölümlerinde (özet, giriş/kuramsal çerçeve, yöntem, bulgular/sonuç ve tartışma) kullanım şeklinin de farklılık gösterdiği belirlenmiştir. Hızla değişen çevrimiçi öğrenme ortamlarının sunduğu yeni fırsatlar kuram ile ilgili güncel çalışmalar yapılmasını gerektirmektedir.
... Educational institutes benefit from offering digital learning programmes because they save infrastructure costs (Arbaugh, 2005a), help institutes maximise digitalization outreach (Taylor, 2007) and enable the institutes to achieve international integration (Lee, 2010), all of which lead to nation building and societal growth. Digital loyalty (DL), conceptualised as continued loyalty to an alma mater, promises a win-win situation for both students and educational institutes that attempt to achieve connectivity and proximity with students through digital means, such as online dialogue and discussions that offer many opportunities for meaningful conversation. ...
Purpose
Online education can facilitate inclusive societal development. In emerging countries with low investment per capita in school and universities, it helps students overcome infrastructure constraints to continue their learning and reach their full potential, and it helps educational institutes to save costs and improve quality of learning. This study aims to develop and empirically evaluate a conceptual model for predicting digital loyalty (DL) among participants in online accounting courses, as a key lever to execute an inclusive societal development agenda and ensure sustainability of education in an emerging country.
Design/methodology/approach
The study used quantitative primary data collected from survey questionnaires administered to 167 respondents in India and employed partial least squares structural equation modelling (PLS SEM) to analyse the data.
Findings
We observed that perceived learning (PL) significantly mediated the relationship between learning performance (LP) and digital loyalty to an online accounting programme.
Research limitations/implications
Students’ attitudes and preferences have changed remarkably in recent years. Online education encourages participants to complete their courses, learn new and relevant skills, improve their quality of life and recommend online education to others. This facilitates an inclusive, open society with opportunities for all. The results of this study have certain implications. First, as a novel extension of Abrantes et al. ’s (2007) work, the DL construct added a new key dimension to the model. Second, the use of PLS Predict introduced methodological rigour to measures such as R ² and blindfolding processes, improving the understanding of the PLS Predict algorithm’s application to prediction studies.
Practical implications
The study established PL as a mediating variable in the associations between LP and DL and between pedagogical affect (PA) and DL. These findings have practical implications for course design and execution programmes in educational institutes, especially those aiming to democratise education and ensure inclusivity. Online education service providers should focus on equipping students with updated, cross-functional and integrated skills.
Originality/value
Online education can foster an inclusive and open society by overcoming the twin limitations of geographical distance and infrastructure constraints resulting from scarce learning resources, especially in emerging markets, such as India. The study makes an original contribution by collecting participant data for online accounting courses in India to establish clearly the antecedents of DL. This study empirically demonstrates the role of LP as the most significant antecedent of PL and DL.
... Ben J. Arbaugh used statistical models to investigate whether there was an optimal course design for online MBA courses, he investigated into the technological and xi pedagogical characteristics of these online courses [10]. When investigating into his work, he has clearly stated the statistical approaches to this work. ...
Learning analytics is a rapidly growing field within the area of data science, having the
ability to improve student outcomes by optimising learning environments. This piece of
work aims to examine the links between course structure and student performance, so
that these results can be reported back to educators and used to make informed decisions about learning environments for students. This is done following a data science process, using feature selection to narrow down the relevant subsets of features in order to improve the predictive power of the machine learning models. The results from this
work show that there is a weak link between total section counts and the evaluation
class metric (class variable for student performance). This weak link is derived from its
ability to increase the predictive power of a model (highest observe increase in accuracy
= 9.77%), furthermore, the total section counts were part of the subsets of features
which provided the highest accuracy and F-Measure results during the classification
task. Many different subsets of features were tested to find a model with the highest
predictive power, and the results showed that the initial data-set provided the best
predictive power (65.51% accuracy and 0.640 overall F-Measure). These results told us
that this data-set was unable to provide a subset of features which would give sufficient
evidence to link course structure with student performance.
... An argument often used it that instead of perceived learning, actual student learning (i.e., grades) should be viewed as a preferred variable, and thus would be a limitation of this study. However, for this point we argue that (1) there are limited studies related to actual learning outcomes in fully online courses examining the CoI constructs, (2) perceived learning is the appropriate measure for this research context and should not be viewed as a substitute for cognitive or traditional learning outcomes (Richardson, Maeda, & Swan, 2010), and (3) measures such course grades may prove difficult to compare across courses and disciplines (Arbaugh, 2005;Richardson et al., 2010;Rovai, 2002). ...
Utilizando tres constructos interdependientes, la presencia social, cognitiva y docente, el marco de la Comunidad de Indagación es un modelo teórico de proceso del aprendizaje en línea. En específico, la presencia docente se divide en tres subelementos —a) facilitación del discurso, b) instrucción directa y c) diseño y organización instruccional— que trabajan en conjunto para crear un ambiente colaborativo-constructivista para el aprendizaje. Se analizaron datos de la encuesta de la Comunidad de Indagación de 160 estudiantes en 11 grupos mediante un análisis de varianza (ANOVA) unidireccional para determinar si existían diferencias estadísticamente significativas entre los puntajes de la presencia docente entre grupos de dos cursos en línea con un diseño de curso idéntico impartidos por profesores diferentes. Los resultados mostraron diferencias significativas entre los puntajes de la presencia docente de profesores individuales en ambos cursos. En específico, se encontraron diferencias significativas en cada subelemento de la presencia docente con la excepción del diseño y organización instruccional de un curso. Se proporcionan explicaciones conceptuales y metodológicas de los hallazgos, y se discuten implicaciones y sugerencias para futuras investigaciones.
... This is in line with Kar & Shaw [29] stated that considered technology, behavioral characteristics of the learners, and instructors' teaching style as essential challenges in online learning. These challenges led to the need for integrated cooperation from schools, parents, and students to minimize them [30], [31]. Thus, online learning can still run optimally. ...
The online learning policy has been implemented in Indonesia at all levels of education since March 2020 to prevent the COVID-19 pandemic from spreading. This study aims to evaluate the implementation of accounting learning with an online system using the CIPP (Context, Input, Process, Product) evaluation model. The research subjects consisted of 14 teachers and 256 Vocational High School (VHS) students majoring in Accounting and Finance in Purworejo Regency. The analysis technique used questionnaires and documentation. The results showed that: (1) the success rate of the online accounting learning system in the context aspect obtained a mean score of 3.07 (76%) with a good category; (2) the success rate of online accounting learning system on the input aspect obtained a mean score of 2.81 (72)% in a good category; (3) the success rate of online system accounting learning in the process aspect obtained a mean score of 2.76 (67%) with a good category; (4) the success rate of the online accounting learning system in the product aspect obtains a mean score of 2.98 (75%) with a good category. Based on the results of the study, it can be concluded that the implementation of online system accounting learning during the COVID-19 pandemic is in a good category.
... Thepopularityofe-learninginhighereducationmakessenseonanumberoflevels.Aswith traditional students in face-to-face classes, there is a host of reasons that students would like to pursuee-learning (Beqirietal.,2010;FazlollahtabarandMuhammadzadeh,2012).Manystudents wouldliketoearndegreesinthehopeofgettingbetterjobs (GrossmanandJohnson,2016;Liuet al.,2010).Otherswouldliketoenlargetheirknowledgebasethroughtakinge-coursesratherthan ultimatelyearnadegree.Thedifferencefore-studentsisthattheycanpursuelearninggoalsfrom theirhomes,workplaces,studycenters,inadditiontoclassrooms (Roberts,1996).Consequently, studentswithbusylifestylesarefindinge-learningveryattractive (Arbaugh,2005)sinceitgivesthem morecontroloverwhat,whenandwheretheyreceiveinstruction (Lawrence,2003).Similarly,older, non-traditionalstudentsincludingthosewhoareworking,and/orhavefamiliesareattractedtothe flexibilityofferedbythee-learningplatform (McEwen,2001).Further, Arbaugh(2005)concludes thate-learningbenefitsstudentsbyloweringworkplace-relatededucationandtrainingexpenses. E-learningcanbringbenefits,notonlyforstudents,butalsoforuniversities(Bhuasirietal., 2012;Langeetal.,2003).E-learningisverylikelytoreducecostsandenableuniversitiestobecome moreadvancedanddigitally-enabled (Taylor,2007).Inaddition,e-learningcanhelpuniversities lowersomestudentsupportrequirements,suchasfacilitiesandtransportation(althoughthismight beoff-setbysomedistinctcostsfore-learningstudentsliketimeandequipment,security,retraining, andconsultation).Underthesettingofe-learning,exceptforinvestmentsinrelevante-infrastructure, marginalcostsrelatingtoservingoneadditionalstudentmightbesmall (Arbaugh,2005).Lastbutnot least,manypeoplebelievethatlearning/teachingisequallyeffectivewithrespecttoqualitybetween thetraditionalsettingande-settingprovidedthatappropriatemethods(e.g.,goodstudent-to-student interactionsandtimelyinstructor'sfeedbacktothestudents)andtechnologiesareutilized (Mcfarland &Hamilton,2006). ...
While universities have been trying to focus their resources and attention on improving e-learning, many universities seem to be lagging behind students' increasing demands and expectations. In order to sustainably grow in an increasingly competitive e-learning environment, it is clear that universities must provide e-learning students with high quality services. To do this, universities are required to understand the attributes that e-learning students use to evaluate service quality. Unfortunately, little research on e-learning service quality has been conducted. This study developed and validated an instrument to measure student perceived e-learning service quality. Based on the relevant literature review and using responses from 1,232 e-learning students, the authors validated a three-factor e-learning service quality instrument involving e-learning system quality, e-learning instructor and course materials quality, and e-learning administrative and support service quality. Among these three factors, e-learning system quality makes the highest contribution to overall e-learning service quality, followed by e-learning instructor and course materials quality, and e-learning administrative and support service quality. This scale provides a useful measurement for researchers who wish to measure e-learning service quality and for university administrators and managers who want to enhance universities' e-learning servie quality.
... Among the benefits of e-learning to higher education institutions (HEI) is substantial cost reduction of education provision, which results in revenue increase [8]. It facilitates the digitalization of higher learning and encourages participation in creating a digital and knowledgeable society [9]. It also enables HEI to be integrated with the global education system [10]. ...
... There is an abundance of research available on the challenges faced by faculty in online teaching and challenges faced by students in learning online. Some of the challenges faced by faculty are identified as behavioral issues, adaptability from traditional to online teaching, attitudes of instructors (Brooks 2003), and not being comfortable and well versed with using technology (Arbaugh 2005). Adaptation of the faculty's teaching style to suit online learning and to keep the students engaged and the achievement of learning outcomes are major challenges in online teaching (Jacobs 2014). ...
Education is the fundamental need for achieving equality in society and promoting national development. For every child between 6 and 14 years of age, the ‘Right to Education’ is a fundamental right in India. Higher education has a vital role in human and societal well-being and for the development of the country. India has the third-largest educational system in the world, which is changing in terms of digitalization. Digitalization is crucial in the education sector to sustain itself in a competitive world. During the COVID-19 pandemic, digitalization was the only way to continue classes and studies. Educational Practitioners who were not that familiar with digital tools and technologies have faced a lot of challenges. This chapter throws light on challenges faced by Higher Education Institutions (HEIs) educators in adopting digitalization and suggests some measures to alleviate the issues. Data was collected through telephonic interviews from eight educators working in HEIs. Thematic analysis was applied on interview transcripts, and five themes were identified: advantages of digital learning, benefits of traditional learning over digital learning, challenges of digitalization, measures to alleviate challenges, and prospects in digitalization.
... Khan (2005) states that in order for distance education to be meaningful to students, courses should be easily accessible and clearly organized. According to Arbaugh (2005) if students have the perception that their online course is easy to use, this perception can enhance their attitudes about the online delivery method and overall experience. This positive experience could also influence students' perceptions of course outcomes and encourage them to register for more online classes (Leidner & Fuller, 1997). ...
This paper presents information on the use of templates and re-useable learning objects as a way to more rapidly apply instructional design strategies to online course design and assist developers in the rapid development of online courseware in a higher education environment. To highlight the rapid instructional design strategies, template and learning object examples are provided as well as lessons learned and challenges with implementation.
... Firstly, TEL can facilitate numerous benefits for universities as well as students (Bhuasiri et al., 2012). It helps universities in reducing significant costs invested in the physical teaching and learning infrastructures (Arbaugh, 2005). Secondly, TEL also helps universities in becoming more digitized and contributing to build digital learning society which offers knowledge and learning in a very simple and fast way to the learners at anytime and anywhere using Internet technologies (Taylor, 2007). ...
Purpose
Providing quality education with the help of technologies in order to create global competitiveness among the students is the current trend in the education field. This research attempts to investigate following objectives: (1) the effect of students' perceived benefits and adoption intention of technology-enhanced learning (TEL) on their satisfaction; (2) the effect of students' perceived benefits of TEL on their adoption intention of TEL; (3) the mediating and moderating effect of students' perceived benefits of TEL in the link between students' adoption intention and satisfaction to TEL.
Design/methodology/approach
The primary data were collected from 600 undergraduate and postgraduate students, particularly those who are using TEL for at least one year. The authors used purposive sampling technique with “criterion variable”.
Findings
Results indicated that students' perceived benefits and adoption intention of TEL have significant and positive influence on their satisfaction. Direct effect was also found between perceived benefits and adoption intention of students. Authors also concluded that mediating and moderating effect of students' perceived benefits of TEL in the link between students' adoption intention and satisfaction for TEL was found significant and positive.
Originality/value
There is a huge lack of empirical studies available in the knowledge domain explaining the significance and implication of TEL in higher education in the state of Chhattisgarh, India.
... Perceived learning and student satisfaction are commonly used dependent variables in studies of online courses (Arbaugh, 2005b;Marks, Sibley and Arbaugh, 2005;Alavi, Marakas and Yoo, 2002) and video lectures (Wang and Antonenko, 2017;Kizilcec, Bailenson and Gomez, 2015;Costley and Lange, 2017). A major challenge facing online education is the comparatively high voluntary attrition rate among students (Bawa, 2016). ...
In seeking competitive advantage, many online graduate programs have turned to improving the quality of video lectures by investing in instructional designers and in-studio production. However, it is unclear how much video lecture design and production quality improve student outcomes. We used a regression discontinuity to evaluate how video lecture design and production practices that adhere to principles of multimedia learning affect perceived learning and student satisfaction. The study involved 300 students taking an online graduate course at a large, public research university, where 194 students were exposed to video lectures designed and produced by the instructor and 106 students were exposed to video lectures designed in collaboration between the instructor and instructional designers and produced in studio. Our findings indicate that designing and producing video lectures in accordance with principles of multimedia learning has a meaningful causal effect on students' perceived learning and a marginal effect on student satisfaction. We discuss the theoretical and practical implications of our findings for video lecture development and design in the context of online business education and the COVID-19 pandemic.
... Although the advantages of online education due to technology development, Technological challenges are considered fundamental challenges in the online education system (Arbaugh 2005). Many difficulties may arise due to the existing limitation in terms of the technical capability of the platforms and software (Gillett-Swan 2017). ...
The world has been challenged since late 2019 by COVID-19. Higher education institutions have faced various challenges in adapting online education to control the pandemic spread of COVID-19. The present study aims to conduct a survey study through the interview and scrutinizing the literature to find the key challenges. Subsequently, an integrated MCDM framework, including Stepwise Weight Assessment Ratio Analysis (SWARA) and Multiple Objective Optimization based on Ratio Analysis plus Full Multiplicative Form (MULTIMOORA), is developed. The SWARA procedure is applied to the analysis and assesses the challenges to adapt the online education during the COVID-19 outbreak, and the MULTIMOORA approach is utilized to rank the higher education institutions on hesitant fuzzy sets. Further, an illustrative case study is considered to express the proposed idea's feasibility and efficacy in real-world decision-making. Finally, the obtained result is compared with other existing approaches, confirming the proposed framework's strength and steadiness. The identified challenges were systemic, pedagogical, and psychological challenges, while the analysis results found that the pedagogical challenges, including the lack of experience and student engagement, were the main essential challenges to adapting online education in higher education institutions during the COVID-19 outbreak.
... E-learning strategies emphasize students' learning activities. Teaching is no longer understood as a process of transferring information, but as a vehicle to facilitate a better understanding of the process to achieve that knowledge (Arbaugh, 2005;Bolliger & Wasilik, 2009). Teachers become facilitators and students become researchers and analysts. ...
The COVID-19 pandemic has forced universities to conduct online learning, requiring lecturers to create innovative e-learning methods and students to be ready to adapt and show high interest in learning. This study aimed to examine the effect of an integrative e-learning method on students’ readiness and interest in learning at Universitas Diponegoro, Indonesia. This research was experimental, designed with one group pretest and posttest, and no control group. As many as 190 students participated, selected using clustered random sampling. Two measurement scales were used: the readiness for change scale and the interest in learning scale. The statistical analysis technique used was a paired sample t-test. The results of paired sample t-test analysis on readiness for change (p = 0.000; p < 0.05) and interest in learning (p = 0.000; p < 0.05) showed significant differences between the pretest and posttest data. The findings indicated that students who participate in integrative e-learning show significant change in the level of readiness and interest in learning.
... The latter one is necessary because learning in an electronic environment differs compared to learning in a traditional (i.e., social) environment (Forbes et al., 2018). For instance, e-learning requires more self-regulating activities due to a lack of social support from other participants (Arbaugh, 2005;Ghielen et al., 2018). ...
Using two intervention studies, this article examines the effectiveness of a newly developed electronic job crafting intervention (i.e., e‐intervention) that aims to stimulate task, relational, and cognitive crafting and offers a time‐efficient and cost‐effective alternative to traditional face‐to‐face job crafting interventions. In Study 1, we quantitatively and qualitatively investigate the effects of the job crafting e‐intervention on general levels of job crafting, while in study 2, we further test its direct relationship with task, relational, and cognitive crafting, and its indirect relationship with perceived person–job fit. In Study 1 ( N = 59), multilevel analyses showed that the e‐intervention indeed increased general levels of job crafting immediately after the 3 weeks lasting e‐intervention. Moreover, by qualitatively investigating adherence to the intervention in the intervention group ( n = 25), we found that mainly goal setting is important in stimulating job crafting. In Study 2 ( N = 106), we further validated the effect on job crafting by confirming relationships with task crafting two weeks after the e‐intervention and found an indirect relationship with needs–supplies fit via task crafting. We conclude that the e‐intervention is a promising and accessible alternative to face‐to‐face job crafting interventions, especially for the specific form of task crafting.
Practitioner points
We developed an electronic job crafting intervention that makes use of online technology to create a more accessible, cheaper, and less time‐consuming alternative compared with traditional face‐to‐face job crafting interventions.
We found this electronic job crafting intervention to be able to foster job crafting among employees. In particular, after completing the electronic intervention, employees were found to make more changes in their job to optimize their functioning compared with before the intervention, and compared with a control group not completing the intervention.
Employees who completed the e‐intervention were especially engaged in task crafting (i.e., making changes in one’s task roles), which was also related to perceived levels of needs–supplies fit.
The use of information technologies has increased significantly in developing countries like India. Many educational institutes have adopted information and communication technology for academic and administration purposes. While technological devices on college campuses are ubiquitous, students’ readiness for E-learning in India has yet to be thoroughly explored. The study intends to investigate students' intention to adopt E-learning using the Unified Theory of Acceptance and Use of Technology (UTAUT) model. This research was exploratory, and data was collected online from 410 students (of a single university). The findings suggest that ‘performance expectancy,' ‘effort expectancy,' and ‘social influence’ support ‘behavioral intention,' while ‘facilitating conditions’ are not favorable to support usage. Behavioral intention shows positive support for the usage of E-learning platforms. The moderating factors gender, graduation background, and region do not have an impact on behavioral intention or usage of E-learning. The study has positive implications for increasing the adoption of E-learning by the students in educational institutes, universities, and the Government.
This research thesis reported on the findings of a three-year, three-stage mixed-methods study examining instructors' use of non-linguistic semiotic resources to establish a Community of Inquiry (CoI) in their online subjects. Seven online TESOL instructors and their students at three institutions in two countries were studied and their OLEs were analysed through the lens of multimodality.
The results indicate a shift in CoI presences occurred after the delivery of a professional development intervention, though the non-linguistic semiotic resources that instructors talk about and those that students perceive as contributing to the CoI may differ. Furthermore, the aggregated results of the CoI survey may inform reflective practice undertaken by instructors. The overall findings of the study suggest that the choices instructors make regarding semiotic resource use reflect their beliefs and values in terms of TESOL pedagogy, modelling and the role of English in a global context.
To be truly effective, online learning must facilitate the social process of learning. This involves providing space and opportunities for students and faculty to engage in social activities. Although learning management systems offer several tools that support social learning and student engagement, the scope, structure, and functionality of those tools can inhibit and restrain just-in-time social connections and interactions. In this teaching tip, we describe our use of Twitter to encourage free-flowing just-in-time interactions and how these interactions can enhance social presence in online courses. We then describe instructional benefits of Twitter, and conclude with guidelines for incorporating Twitter in online courses.
This study aims to explore the difference between on-line and off-line teaching and comprehensively evaluate the of elearning system operation effect as both technology-mediated learning and an open information system. This study develops “process-situation-result” (PSR) network, a comprehensive learning system evaluation model. It empirically analyzes the PSR models under off-line and on-line teaching, as well as the intermediary role of e-learning situation in the impact of e-learning process on elearning results. The results show: (1) Learners' perception of e-learning situation is obviously different between off-line and on-line teaching. (2) The eight dimensions of e-learning process have no significant direct impact on e-learning outcome Except in on-line teaching groups, SF (getting self-feedback) has a significantly positive influence. In off-line teaching, GA (gaining attention), IO (informing learner of the objectives), and PG (providing learning guidance) have indirect effects on e-learning. (3) GA, IO and PG have a direct impact on e-learning situation in both on-line and off-line teaching, and only RK (Stimulating recall of prior knowledge) has an impact only in on-line teaching. The other four dimensions have no direct impact on e-learning We provide a theoretical framework for the integration of technology and teaching, on-line teaching and off-line teaching.
The purpose of this study was to explore student’s experiences when practicing information technology skills with an online simulation environment. After using the online simulation environment over a five-week period, 215 undergraduate students were surveyed regarding their usage-related experiences, satisfaction with the environment, and perceived learning. Both quantitative and qualitative data collection methods were employed. The quantitative results suggested that perceived ease of use had a direct effect on student’s satisfaction with the online simulation environment, and that the satisfaction with the online simulation environment led to higher perceived learning. The qualitative findings revealed that technical problems, not being able to accomplish the objective of a step due to the precision required by the task, and the inflexibility of certain features of the online simulation environment were the commonly referenced issues, which might have impacted student’s satisfaction and their perceived learning.
This chapter explores in-depth studies of teacher personality and its effect on pedagogical design in the framework of course design and course delivery. The research is based on quantitative and qualitative methods, including surveys, interviews, comparative analysis, and computational method. Three categories of stakeholders were embraced, students, teachers, and program administrators, with a total of 382 respondents. The research was mapped out in four phases: two synchronous and two asynchronous. The research questions were: (1) What teacher qualities account for successful pedagogical design? and (2) What correlation exists between each of the revealed teacher qualities and pedagogical design? The findings included a set of eleven key teacher qualities nominated by stakeholders: responsibility, sociability, industriousness, goal-orientation, creativity, punctuality, attentiveness, pro-activeness, fairness, empathy, and exactingness. The authors demonstrate and illustrate that these qualities are reflected in both course design and course delivery, and could thus be a subject of formation during both a teacher’s pre-service and in-service periods. Further research perspectives are highlighted, such as approaches to the evaluation of teacher performance, including 360-degree feedback; designing a course that is closely connected to a teacher’s qualities; and shaping a teacher’s personality as a factor of pedagogical design.
Due to the rapid changes in global economic environments, enterprises have to continually enhance their business competitiveness. To improve business, planning educational training has been regarded as a channel to educate outstanding employees. Recently, most of the companies in the securities industry in Taiwan have adopted web-based educational training as a form of employee training. However, low e-learning acceptance on the part of employees is the essential obstacle when enterprises attempt to promote web-based continuing learning. Previous studies have shown that hardiness and Internet self-efficacy may be important factors that influence whether an individual will continue with web-based learning when facing pressure. Securities practitioners are required to deal with high pressure and persist in enhancing their professional knowledge in their working environment; therefore, continuing learning is crucial to maintaining the quality of professional service. The present study recruited securities practitioners as the research participants, and examined the effects of hardiness and Internet self-efficacy on their attitudes towards web-based learning when they were participating in web-based learning. The findings revealed that securities practitioners’ hardiness and Internet self-efficacy both had direct positive effects on their attitudes towards web-based continuing learning. Meanwhile, their Internet self-efficacy had a mediating effect on the relationships between hardiness and attitudes towards web-based continuing learning.
Using analogies from Rumelt's (1991) work on industry and business-unit effects and the structure-conduct-performance paradigm, I examine disciplinary and course-specific effects on course outcomes in a sample of 50 Web-based courses conducted over 11 semesters. Adapting the concept of entry barriers from industrial organization (IO) economics to explain subject matter differences, I hypothesize that subjects for which PhDs are offered significantly explain variance in course outcomes relative to subjects for which PhDs are not generally offered. The results of the study showed that while both disciplinary and course-specific effects explained significant variance in the dependent variables, course-specific effects explained greater variance. I conclude with a discussion of future research directions, including encouragement to use theoretical frameworks from mainstream management research to accelerate the quantity and quality of management education research.
The best path to effective asynchronous learning network (ALN)-based course design, delivery and evaluation is through a requirements-driven methodology that recognizes the uniqueness of ALN-based learning. The methodology calls for the identification of purposeful and functional requirements, the identification of pre-course, early-course, mid-course and end-course activities, course "packaging" and prototyping, and "choreographed" delivery. It also calls for evaluation. The paper presents the methodology in the context of an actual course, a Systems Analysis & Design course offered asynchronously at Drexel University.
Market share erosion and dethronement of market leaders are examined through the lens of "Austrian" economics. Our results suggest that leaders are more likely to experience market share erosion and/or dethronement when—relative to industry challengers—they are less competitively aggressive, carry out simpler repertoires of actions, and carry out competitive actions more slowly. These findings, hased on seven years of data collected in 41 industries, contrihute to research on hypercompetition, organizational decline, and competitive dynamics. In the research presented here, we explored the extent to which dethronement and market share erosion are a function of the competitive behaviors or actions of industries' market share leaders and their respective number two challengers. More spe-cifically, we developed and tested a set of hypoth-eses concerning the characteristics of competitive actions carried out by market share leaders and challengers and the impact of these competitive behaviors on the erosion of market share gap be-tween the two and the likelihood of leader de-thronement. For many firms, sustaining industry leadership, dethroning the current leader in their industry, or closing the market share gap between themselves and the current leader are key organizational objec-tives. Other things being equal, market share lead-ers are more profitable because they exploit econ-omies of scale and market power, as well as first-mover and reputational advantages (Armstrong & Collopy, 1996; Buzzell, Gale, & Sultan, 1975; Lieberman & Montgomery, 1988; Zeithaml & Fry, We wish to thank Javier Gimeno for many helpful comments on a draft of this article.
This article discusses course design factors affecting the success of asynchronous online learning, with a specific focus on the social development of learning communities through online discussion. It reports on an empirical investigation of correlations between 22 course design factors and student perceptions of satisfaction, learning, and interaction with instructors and classmates using data collected from 73 courses offered through the State University of New York Learning Network (SLN) in the spring 1999 semester. Data analyses revealed that three factors were significantly related to student perceptions - clarity and consistency in course design, contact with and feedback from course instructors, and active and valued discussion. An explanation for these findings may center on the importance of creating opportunities for interaction in online learning environments. In this vein, preliminary findings from research on the development of community in online course discussions is presented. Drawn from content analyses of asynchronous discussions in an online graduate course in education, this research examines the ways in which course participants use verbal immediacy indicators to support the development of online community. Findings support an equilibrium model of social presence in online discussion which suggests that as affective communications channels are reduced, discussion participants use more verbal immediacy behaviors to support interaction among classmates. Taken together, the findings support the importance of interaction for online teaching and learning.
In this study I investigated whether instructor classroom behaviors, called "imme diacy behaviors," are significantly associated with student learning and satisfaction in Web-based MBA courses. Immediacy behaviors represent instructors' attempts to reduce the social distance between themselves and their students. While my study found that immediacy behaviors were positive predictors of student learning and course satisfaction, such other factors as student attitudes toward course soft ware, the length of a course, and prior student and instructor experience with Web-based courses were also significant predictors. These findings suggest that both structural characteristics of MBA programs and instructor behavior merit attention for Web-based courses to successfully deliver graduate management education.
As more business schools develop courses and programs for delivery via the Internet, assessing the quality of student learning and reactions to the medium will become increasingly important and necessary. This exploratory study reports the results of comparing a classroom-based and an Internet-basedMBAclass section at a Midwestern U.S. university. The results showed significantly higher discussion participation patterns for the Internet-based course (both by class section and by gender) and no significant differences in learning in either class section. This article concludes by discussing possible reasons for these findings and suggests implications for Internet-based education.
The electronic or Internet-based MBA program is a growing phenomenon, primarily because of students’ needs for flexibility and because of continuously improving technology for delivery of courses. Online MBA programs occur in a number of different formats ranging widely in tuition rates, timing, and delivery. Course content also necessarily differs from traditional classrooms. To illustrate the differences and similarities between electronic and traditional classrooms, two versions of a marketing planning course are contrasted based on requirements such as exams, teamwork, discussions, and research techniques.
This article compares courses in two web-based MBA programs on student perceptions of learning and satisfaction. The primary difference between the programs is that one conducts the courses entirely on-line while the other conducts the courses primarily on-line combined with one or two on-site class meetings. The results of the study showed that larger class sizes were negatively associated with learning and course satisfaction while the perceived flexibility of the delivery medium was significantly associated with perceived learning and satisfaction. The results also indicate that more experienced on-line students were more satisfied with their course delivery medium. These findings have significant implications for the role of web-based programs in a business school's strategy. They suggest that that rather than using these courses as a means to drive down the cost of delivering education, business schools may need to identify reasons for which they can charge premiums for them.
Internet-based instruction is gaining acceptance as an alternative to the traditional classroom setting. However, since it is a relatively new means of communicating knowledge, research on its effectiveness is still in its infancy. This means that questions that have been thoroughly studied for traditional classrooms may need to be revisited for internet-based courses. One question is: Do men and women have differing levels of learning and participation in an internet-based course? In an initial attempt to answer this question, this study reports on the results of comparing men and women in an asynchronous MBA course. There were no significant differences in learning, and moderately significant differences in class participation. Men reported more difficulty interacting in the course, and interaction difficulty was a significant predictor of class participation. The article concludes by using the findings to provide implications and recommendations for institutions seeking to develop internet-based courses and programs.
This essay reviews the literature on participation in small groups. Studies are distinguished as concerned with (a) identifying social or psychological factors that are assumed to be responsible for distributions of speaking opportunities in groups or (b) assessing the effect of participation hierarchies on group process and outcomes. Five general classes of antecedents are identified: member, group, and task characteristics; technology; and time. Three types of participation effects are also identified: individual* and group-level effects and effects on interaction. Two general criticisms are provided: First, a theory of participation is needed that specifies the role of antecedents on participation and how such antecedents play a role in participation outcomes; second, studies of participation should consider the role of discourse in the distribution of opportunities to speak. Suggestions for future research are offered.
In higher education and to a lesser extent in the labour movement, computer-mediated communication (CMC) is being used for teaching, research and other purposes. In Canada, the open and distance Athabasca University cooperates with SoliNet, the computer communication network owned and operated by the Canadian Union of Public Employees, to provide credit courses to trade unionists across the country. The first CMC course was offered during 1994-95. This paper begins with an overview of educational provision on SoliNet. It then assesses the CMC experience by describing the 1994-95 course and its structure, providing student profiles and information on completion rates, analyzing the conference messages, and commenting on the usefulness of the conference for facilitating group interaction and on the experience of moderating the conference. CMC offers a forum for group discussion which is lacking in other distance-education delivery options and is an important part of adult and labor studies pedagogy.
Beliefs, attitudes, and intentions are important factors in the adoption of computer technologies. While contemporary representations have focused on explaining the act of using computers, the role of learning to use the computer needs to be better understood within the overall adoption process. Inadequate learning can curtail the adoption and use of a potentially productive system. We introduce a new theoretical model, the theory of trying, in which computer learning is conceptualized as a goal determined by three attitude components: attitude toward success, attitude toward failure, and attitude toward the process of goal pursuit. Intentions to try and actual trying are the theoretical mechanisms linking these goal-directed attitudes to goal attainment. An empirical study is conducted to ascertain the construct validity and utility of the new theory within the context of the adoption of a word processing package. Specifically, we examine convergent validity, internal consistency reliability, stability, discriminant validity, criterion related validity, predictive validity, and nomological validity in a longitudinal field study of 107 users of the program. The new theory is compared to two models: the theory of reasoned action from the field of social psychology and the technology acceptance model, recently introduced in the management literature. Overall, the findings stress the importance of scrutinizing the goals of decision makers and their psychological reactions to these goals in the prediction of the adoption of computers.
I discuss the difficulty and promise of offering an executive MBA OBHR course via an asynchronous, web-based course delivery medium. After a discussion of the rationale and trends in delivering this type of course, I present an example of how a quality classroom discussion was emulated using electronic bulletin board technology to create an on-line student-centered learning community. In this type of class, the discussion forum successfully captures and goes beyond the advantages of regular classroom discussion. In sharing one experience, this article serves as a useful source of information for other faculty who want to create a student-centered learning community in their distance classrooms. This article extends the burgeoning literature on effective distance learning by demonstrating not only how classroom discussion can be captured in the on-line venue, but also how a learning community can be created.
This article describes the design and delivery of a graduate-level course in management at two universities via advanced information technology, which was used to enable collaborative learning, teaching with transcontinental student teams and multiple instructors, and integration of external expertise. This partnership enriched student learning and expedited faculty and institutional development. We predict that such transformations will increase as schools of management and institutions of higher learning in general seek to add educational value at low cost.
Firms competing in multiple markets find equilibrium through spheres of influence and mutual forbearance, but imperfect competitive information may give one firm an incentive to influence rivals' behavior and uncover information. We suggest that a firm's resource allocations can divert competitors' resource allocations, enhancing the firm's own sphere of influence without precipitating a destructive all-out war. We define the stratagems thrust, feint, and gambit and conclude that corporate strategy decisions can only be imperfectly understood if competitive interaction is not taken into account.
In this paper we show that in spite of the requirements of the European Commission universities are not investing in educating the life-long learner. Educating these professionals using e-learning is beyond many policy makers and teachers interests. This paper investigates the success factors for curricula for life-long learners, the extent to which these are realized in current curricula and the obstacles to better programs.
Issues in teaching various types of information through web-based instruction are explored. The questions of distinctions between content and process courses are evaluated. Some ways in which the resistance to web based learning as a medium of communication can be broken down are covered. Interdisciplinary thinking offers new solutions and hybrid approaches to emerging challenges of educating over the net. Pulling from the seemingly disparate fields of Accounting & Finance, Chemistry, and Rhetoric & Composition new vectors of thinking can be forged. The authors teach online courses in their disciplines. They have drawn on their experiences and the experiences of others to find solutions to problems encountered with distance education. The medium of education over the Internet blurs traditional distinctions of forms and methods of learning.
Data for almost 2000 students allow us to contrast leaning outcomes for courses in three different modes of delivery (completely online, mixed, and completely on campus). The analyses are based on three different factors: course level (graduate vs. undergraduate), course type (more technical computer science and engineering courses vs. less technical courses in CIS, humanities, and management), and gender. In terms of final grades, we found that online students achieved higher grades than those in face-to-face (FtF) courses did. However, the perception of leaning was similar across conditions. We also found a significant interaction between mode and course level: graduate students in mixed mode courses reported the highest levels of perceived leaning. The results of the study enable us to further generalize the finding that ALN modes of delivery tend to produce results equal to or better than those for FtF modes of course delivery.
The present study was an empirical analysis designed to measure the social networks of master of business administration (M.B.A.) students and the networks' relationships to attitudinal and performance outcomes. Results from 250 students indicated that centrality in friendship, communication, and adversarial networks affected both student attitudes and grades. Moreover, an analysis of 62 assigned teams showed that relationships within and between teams also had significant effects on student perceptions of team effectiveness and objective team performance. Implications for student networks and suggestions for future research are discussed.
The Virtual Classroom® consists of software enhancements to the basic capabilities of a computer-mediated communication system in order to support collaborative learning. Results of quasi-experimental field trials which included matched sections of college courses delivered in the traditional and virtual classrooms indicate that there is no consistent significant difference between the two modes in mastery of material by students, as measured by grades: in a computer science course, grades were better in the on-line section. Subjectively, most students report that the Virtual Classroom improves access to educational activities and is, overall, a "better" mode of learning. However, these favorable outcomes are contingent upon a number of variables, including student characteristics, adequate equipment access, and instructor-generated collaborative learning processes.
The study was designed to identify factors that might influ-ence students' perceived learning in 19 Web-based courses. Qualitative and quantitative methods were employed for the collection of data that consist of survey and course data. Twelve variables were identified: three variables were se-lected from the survey and nine variables, including instruc-tor and student behavior variables, were identified from the course data. Results of correlation analysis indicated that the two instructor behavior variables, grade for discussion and requirements for discussion, were significantly and positive-ly correlated to students' perceived learning. It seems that students felt they had experienced better learning in courses, which emphasized online discussion. However, contradicto-ry to our expectation, number of student responses had no significant relation to students' perceived learning, nor did students' perceived interaction with fellow students, al-though number of instructor responses had a strong relation with number of student responses. Since this study, with a small sample size of 19 courses, was based on students' self-report of their learning experiences, caution should be taken when interpreting these findings. The purpose of the study was to identify various variables through observations and present a preliminary view of their relations with students' perceived learning in a Web-based environment. Future re-search should seek larger sample size for more advanced sta-tistical inferences and to use qualitative analysis to examine the nature of student responses.
This study is a preliminary investigation of computer‐mediated communication (CMC) as a functional alternative to face‐to‐face communication. We examined the relationships between motives for using the Internet as a CMC channel and motives for face‐to‐face interactions as well as the influence of locus of control and communication apprehension as antecedents of face‐to‐face and mediated interactions. We surveyed a sample (N=132) of Internet users and tested the hypothesis that no differences exist between CMC and interpersonal communication motives (i.e., that they would be functional alternatives). We also used MANOVA and ANOVA procedures to see if main and interaction effects existed for high and low locus of control and high and low CMC apprehension respondents on interpersonal and media motives. Results indicated CMC Apprehension main effect differences for communication motives, and that use of the Internet as a communication channel is not perceived as a functional alternative to face‐to‐face communication.
Student learning outcomes and attitudes dominate the distance-education debate. Competitive aspects such as price, product, institutional reputation, and market size may be equally important to the effective implementation of distance strategies. This article explores the strategic implications of distance education by examining it as a killer application and describing a typology of universities based on organizational and competitive characteristics. Porter's generic strategies are used to derive propositions detailing the most appropriate strategies for various university types. We conclude with a discussion of the negative effects of poorly conceived or implemented strategies.
The metaphors we use can influence our behavior. This article proposes a new metaphor to help guide online instructors to more effective practices. The metaphor, gardening in cyberspace, is about creating an environment that fosters learning and personal growth. The practices of good gardening—positioning, conditioning soil, watering, and controlling weeds and pests—all serve as useful analogues to good online pedagogical practices, including addressing individual differences, motivating the student, providing feedback, and avoiding information overload. Examples of instructional design and course management techniques are included to illustrate what online instructors might do differently if they took the gardening perspective seriously. The authors also extend the metaphor to explore administration’s role as gardening store proprietors.
English: This presentation looks at recent research on student interactions and student course evaluations in 6 web‐based courses taught at Arizona State University between 1996 and 1998 La présentation concerne une recherche récente sur les interactions et les évaluations des étudiants dans 6 cours fondés sur le WEB à l'Université d'Arizona entre 1996 et 1998. Dieser Beitrag berichtet über neue Forschungsergebnisse zur Interaktionen und Lehrgangsauswertung von Studenten bei 6 web‐basierten Kursen, die zwischen 1996 undl998 an der Arizona State University gehalten wurden.
Experiencing an increased demand for college courses taught over the World Wide Web, universities often encourage faculty to teach courses online. However, the role of the online distance learning (ODL) instructor is ambiguous and often ill defined. This ethnographic case study explores communication processes that affect the roles of the ODL instructor. Interactions among six lead faculty, 18 online mentors, and their students were investigated through multiple methods. Many communication skills required of the ODL instructor are similar to those needed for effective classroom teaching. On the other hand, the online instructor's role does require a paradigm shift regarding instructional time and space, virtual management techniques, and the ability to engage students through virtual communication.
This article discusses paradoxes of online teaching and scholarship. The authors define online academic work as the achievement of learning, advancement of knowledge, or scholarship while connected to a network of computers, a local or wide area network, an intranet, or the Internet. Discussion of technology is based on personal observation, discussion with colleagues, and a literature review. The questions raised are organized into four fundamental paradoxes: (a.) for faculty, more freedom equals less freedom; (b.) for teaching, more work is perceived as less work; (c.) for learning, more accessibility leads to less human touch; (d.) for administrators, desire for less spending causes more spending.
There has been considerable scholarly interest in issues related to gender and the online classroom. Some evidence suggests that male and female college students experience the online environment differently. The study reported here was designed to gather information regarding this matter. The Connecticut Distance Learning Consortium (CTDLC) included two open-ended questions on their CT s standard course evaluation form for the fall 2000 semester. These questions invited students to comment on their experiences as learners in the online classroom in as much length and detail as they wished. This report is based on an analysis of the 195 responses to these two questions. Significant differences were found between the way male and female students identified the strengths and weaknesses of the online environment on a range of questions regarding flexibility, face-to-face interaction, shy and quiet students, self-discipline, and self-motivation. The data provide compelling evidence that online courses are of great value to nontraditional students, particularly female adult learners with children or family responsibilities. Because this is a primary demographic profile for community colleges, these data should be of special interest to community faculty and administrators.
Student growth patterns in Web-enhanced and on-line courses lead the University of Central Florida (UCF) to expect large populations for both categories. The authors describe the UCF process for implementing and evaluating Web-based instruction. The office of Course Development and Web Services supports faculty in preparing and delivering their on-line courses. Additionally, faculties are given support for the transition through a semester-long course in Web-based teaching. The Center for Distributed Learning provides administrative and registration services in addition to coordinating and marketing interactive television, video, and Web-based courses. The Faculty Center for Teaching and Learning provides additional support for faculty as they work with the new technologies. Finally, UCF is conducting a comprehensive impact evaluation of distributed learning including differential success, demographic trends, impact on teaching, and impact on students with differing learni ng styles. The model used at UCF is compared with the Twente TeleTOP method (De Boer, 1999) and the generalizability of this model to other institutions is discussed.
The use of information technology to support learning (or technology-mediated learning [TML]) is now a major trend in postsecondary management education in North America and elsewhere. Yet, educational institutions are reinventing the wheel each time they implement technology-mediated education programs. Relatively little sharing of knowledge and experience occurs when it comes to these initiatives. We address this issue by reporting the results of five in-depth case studies of TML initiatives in business and management education programs in the United States. Results indicate that relatively high levels of cultural change and high levels of institutional resources are required to implement and to operate technology-mediated learning programs, and that few objective assessments of the performance of these programs are initially undertaken. Administrators from the five institutions that participated in this study often had underestimated the cultural change and resource requirements of the TML initiatives.
Distributed learning theory is valuable for teachers of online business communica tion courses because it 1) highlights complexities of software tools, not only the online course interface, but also tools used to produce Websites, brochures, CDs, and other multi-media elements; 2) provides a way to address online communica tion dynamics, such as online chats and discussions, that students will practice in the workplace; and 3) allows teachers to examine how their previous experiences teaching business communication in more "traditional" classrooms affect teaching online. Highlighting these areas allows business communication teachers to focus on the critical use of technology in online formats that entail relatively new teach ing media. The critical application of technology use can be seen in areas like tool evaluation and use, power and divisions of labor, and community participation.
Increasingly, universities are offering a marketing education to a diverse, international student population through formats including both full-time and distance-learning MBA programs. At the same time, universities are increasing their reliance on technology innovations to enhance students’ global learning experience. Ultimately, a key measure of success of such programs and technological approaches is the extent that participant needs for business skill development are being met. This article proposes that the role of technological innovation in facilitating or hindering business skill development in a distance-learning MBA program can be better understood by (1) understanding how and why student needs for marketing and business skill development can differ within and across MBA programs and (2) how technological innovations can contribute to—or potentially limit—the development of specific skills desired by marketing and business students.
The teaching environment is undergoing a major shift as more and more marketing programs are offering classes either partially (Web enabled) or totally (Web exclusive) online. This shift is due to rising costs in education, enrollment management issues, and an evolution in the use of distance learning. This article first describes this evolution in distance learning and the progress into online classes. Next, based on their online marketing class experiences, the authors offer guidelines for other marketing faculty preparing to teach online. The focus is how marketing educators can use the online technology to provide a better learning experience for their students. Concerns marketing instructors may have with teaching online courses are discussed.
This article uniquely identifies distance learning over the Internet as a form of e-commerce and applies e-marketing strategies to the implementation of online distance learning. Challenges posed by faculty and students of distance learning, as well as those resulting from incompatibilities between media and course content, are outlined. The e-marketing strategic themes of personalization and customization, community, disintermediation, reintermediation, consumer tracking, enhanced customer service, and mixing bricks and clicks are then applied to the challenges for the purpose of providing guidance toward the most appropriate deployment of the Internet for distance education.
Computer-mediated communication (CMC) has been viewed as overcoming process losses in groups by fostering equal particpation in discussions. This study examines antecedents of participation and tests the hypothesis that the benefit of the equalization effect depends on how information is distributed within the group. Fifty-four 3-person groups worked on a problem-solving task either in computer conferences or inface-to-face meetings. Additional pieces of information (clues) were distributed equally across members orto single members. In contrast to ideas that electronic communication reduces inhibitions, participation in CMC was associated with individual differences in extraversion. In addition; despite more equal participation in CMC, individuals dondated in both media. Media had few effects on information sharing or performance, although CMC groups were less satisfied with the process. Results of this and other studies of group problem solving suggest that patterms of interaction andperformance in computer-mediated groups do not depart substantiallyfrom face-to-face groups, although CMC may introduce new process losses.