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Does academic discipline moderate CoI-course outcomes relationships in online MBA courses?
ARTICLE

Internet and Higher Education Volume 17, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd

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.

Citation

Arbaugh, J.B. (2013). Does academic discipline moderate CoI-course outcomes relationships in online MBA courses?. Internet and Higher Education, 17(1), 16-28. Elsevier Ltd. Retrieved November 20, 2019 from .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2012.10.002

Keywords