A Study of Disciplinary, Structural, and Behavioral Effects on Course Outcomes in Online MBA Courses

Autor/inn/en	Arbaugh, J. B.; Rau, Barbara L.
Titel	A Study of Disciplinary, Structural, and Behavioral Effects on Course Outcomes in Online MBA Courses
Quelle	In: Decision Sciences Journal of Innovative Education, 5 (2007) 1, S.65-95 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-4595
DOI	10.1111/j.1540-4609.2007.00128.x
Schlagwörter	Business Administration Education; Masters Programs; Outcomes of Education; Predictor Variables; Web Based Instruction; Student Attitudes; Graduate Students; Peer Relationship; Learning Processes; Online Courses; Teaching Methods; Finance Occupations; Correlation; Behavior Patterns + Suchen Sie Ihr Suchwort? Magister course; Magisterstudiengang; Lernleistung; Schulerfolg; Prädiktor; Web Based Training; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Peer-Beziehungen; Learning process; Lernprozess; Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Finanzbuchhalter; Korrelation
Abstract	This article reports the results of a 2-year study examining the effects of subject matter, course structure, and participant behaviors on students' perceived learning and satisfaction with delivery medium in Web-based courses of an MBA program in the midwestern United States. Using finance as the referent discipline, we found statistically significant differences in the mean course outcomes (students' perceived learning and satisfaction with delivery medium) associated with 13 business disciplines. Although most of these disciplinary differences ceased to be significant predictors of student perceived learning as structural and behavioral characteristics were incorporated into the model, these differences remained significant predictors of perceived delivery medium satisfaction. We also found that some structural and behavioral characteristics were significant predictors of course outcomes, but in opposite directions. For instance, media variety was a positive predictor of delivery medium satisfaction but a negative predictor of perceived learning, while learner-learner interaction positively predicted perceived learning but negatively predicted delivery medium satisfaction. These findings suggest that instructors of online graduate courses must manage trade-offs in balancing students' learning with their perceptions of the internet as a course delivery medium. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01