Does Academic Discipline Moderate CoI-Course Outcomes Relationships in Online MBA Courses?

Autor/in	Arbaugh, J. B.
Titel	Does Academic Discipline Moderate CoI-Course Outcomes Relationships in Online MBA Courses?
Quelle	In: Internet and Higher Education, 17 (2013), S.16-28 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-7516
DOI	10.1016/j.iheduc.2012.10.002
Schlagwörter	Intellectual Disciplines; Online Courses; Masters Programs; Direct Instruction; Business Administration Education; Higher Education; Teacher Effectiveness; Delivery Systems; Satisfaction; Academic Discourse; Longitudinal Studies; Outcomes of Education; Inquiry + Suchen Sie Ihr Suchwort? Geisteswissenschaften; Online course; Online-Kurs; Magister course; Magisterstudiengang; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Hochschulbildung; Hochschulsystem; Hochschulwesen; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Auslieferung; Zufriedenheit; Discourse; Diskurs; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lernleistung; Schulerfolg
Abstract	This paper examines the relationships between the elements of the Community of Inquiry (CoI) framework, disciplinary differences, perceived learning, instructor effectiveness, and delivery medium satisfaction. Specifically, the proposed research examines whether disciplinary differences such as those proposed by Biglan (1973a, 1973b) moderate the relationships between social, cognitive, and/or teaching presence and online course outcomes. Drawing from the results of a two-year study of students in over 50 online MBA courses, we found that disciplinary effects moderated the relationships between facilitating discourse, direct instruction and perceived student learning. Disciplinary effects did moderate the relationship between CoI elements and perceptions of instructor effectiveness. As disciplines moved closer to "pure" or "hard" status, social presence became positively associated and cognitive presence became negatively associated with perceived instructor effectiveness. (Contains 8 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10