Search results for author:"J B. Arbaugh"
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Journal of Management Education Vol. 24, No. 1 (2000) pp. 32–54
Five master's of business administration courses used various formats, including part traditional/part asynchronous activity and totally asynchronous. A survey of 88 of 108 students showed that flexibility of the medium and an interactive course...
What Might Online Delivery Teach Us about Blended Management Education? Prior Perspectives and Future Directions
Journal of Management Education Vol. 38, No. 6 (December 2014) pp. 784–817
Although the term has roots in the training and development literature, "blended learning" has only recently begun to be studied in management education. This article examines the literatures of blended and fully online management...
Journal of Computer Assisted Learning Vol. 30, No. 4 (August 2014) pp. 349–362
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...
An Exploratory Study of the Effects of Gender on Student Learning and Class Participation in an Internet-Based MBA Course
Management Learning Vol. 31, No. 4 (2000) pp. 503–19
Explores whether men and women have different levels of learning in an internet-based course and reports the results of comparing men and women in an asynchronous MBA course. Uses the findings to provide implications and recommendations for...
Business Communication Quarterly Vol. 64, No. 4 (2001) pp. 42–54
Finds that instructor immediacy behaviors in web-based Master of Business Administration courses were positive predictors of student learning and course satisfaction; and that other factors such as student attitudes towards course software, length...
Business Communication Quarterly Vol. 63, No. 4 (2000) pp. 9–26
Examines the effects of technological, pedagogical, and student characteristics on student learning in Internet-based MBA courses. Suggests that teaching expertise may be the primary criterion for teaching success in the online classroom environment ...
Journal of Asynchronous Learning Networks Vol. 11, No. 1 (April 2007) pp. 73–85
The purpose of this paper is to report on the results of a study that examines whether the Community of Inquiry (CoI) dimensions of social, teaching, and cognitive presence distinctively exist in e-learning environments. The rest of the paper is...
Seeking Feedback in Blended Learning: Competitive versus Cooperative Student Attitudes and Their Links to Learning Outcome
Journal of Computer Assisted Learning Vol. 25, No. 3 (June 2009) pp. 280–293
Emerging research has revealed the impact of electronic media usage on student outcomes, such as satisfaction and reported learning efficacy. However, little is known of its impact on measurable knowledge acquisition. Results from this study showed...
Virtual and Traditional Feedback-Seeking Behaviors: Underlying Competitive Attitudes and Consequent Grade Performance
Decision Sciences Journal of Innovative Education Vol. 4, No. 1 (January 2006) pp. 1–28
The electronic medium continues to play an increasingly important role in the delivery of management education despite a paucity of empirical studies on its impact and efficacy. Results from a study of competitive attitudes and feedback-seeking...
Internet and Higher Education Vol. 9, No. 1 (2006) pp. 9–21
This paper assesses the construct validity of the dimensions of teaching presence, one of three types of presence articulated in Garrison, Anderson, and Archer's [Garrison, D.R., Anderson, T., and Archer, W. (2000). Critical inquiry in a text-based...
A Study of Disciplinary, Structural, and Behavioral Effects on Course Outcomes in Online MBA Courses
Decision Sciences Journal of Innovative Education Vol. 5, No. 1 (January 2007) pp. 65–95
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...
Journal of Management Education Vol. 29, No. 4 (2005) pp. 531–563
In studying online learning, researchers should examine three critical interactions: instructor-student, student-student, and student-content. Student-content interaction may include a wide variety of pedagogical tools (e.g., streaming media,...
Journal of Educators Online Vol. 5, No. 1 (January 2008)
This study investigates the validity of equivalency theory among 63 students by comparing two introductory upper-division human resource management courses: one taught online, the other in a traditional classroom. Commonalities included same term,...