System, Scholar or Students? Which Most Influences Online MBA Course Effectiveness?

Autor/in	Arbaugh, J. B.
Titel	System, Scholar or Students? Which Most Influences Online MBA Course Effectiveness?
Quelle	In: Journal of Computer Assisted Learning, 30 (2014) 4, S.349-362 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12048
Schlagwörter	Online Courses; Educational Technology; Technology Uses in Education; Hypothesis Testing; Teacher Behavior; Predictor Variables; Masters Programs; Business Administration Education; Student Behavior; Grades (Scholastic); Teaching Methods; Delivery Systems; Instructional Effectiveness; Curriculum Design; Influences; Blended Learning; Satisfaction + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hypothesenprüfung; Hypothesentest; Teacher behaviour; Lehrerverhalten; Prädiktor; Magister course; Magisterstudiengang; Student behaviour; Schülerverhalten; Notenspiegel; Teaching method; Lehrmethode; Unterrichtsmethode; Auslieferung; Unterrichtserfolg; Lehrplangestaltung; Influence; Einfluss; Einflussfaktor; Zufriedenheit
Abstract	Considering the increasingly challenging resource environments in many business schools, this study examined whether course technologies, learner behaviors or instructor behaviors best predict online course outcomes so that administrators and support personnel can prioritize their efforts and investments. Based on reviewing prior online and blended management education literature, we hypothesized that instructor behaviors would be most predictive of online course outcomes. However, our study of 48 online Master of Business Administration courses found that although instructor behaviors (operationalized as teaching presence) was the strongest predictor of any of our three outcome variables (perceived learning), only student behaviors (operationalized as social presence) significantly predicted all three (course grades, perceived learning and delivery medium satisfaction). Technological characteristics, operationalized using variables from the technology acceptance model and media variety, predicted perceived learning (perceived ease of use) and delivery medium satisfaction (perceived usefulness). The paper provides recommendations for instructors and administrators based on the findings, specifically advocating for a balance between instructor and administrator involvement in course design, presentation and conduct. The paper concludes by describing research opportunities regarding the roles of social presence in and collaborative approaches to online learning in business schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10