Virtual Classroom Characteristics and Student Satisfaction with Internet-Based MBA Courses

By J. Ben Arbaugh. 2000

775 citations recorded by the source corpus.

Subfields: Education, Management of Technology and Innovation, Social Psychology

View Paper: https://www.semanticscholar.org/paper/1cbfe4582de21988f0ac762c9e62286bcfa792f2

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Citations in the corpus

How Classroom Environment and Student Engagement Affect Learning in Internet-based MBA Courses (2000, methodology): “provide support for findings from initial research that suggest that an interactive teaching style may be the best pedagogical approach to Internet-based courses ( Arbaugh, 2000a; Harasim, 1990; Leidner & Jarvenpaa, 1995).”
Critical success factors for e-learning in developing countries: A comparative analysis between ICT experts and faculty (2012, background): “…setting challenging goals, perceived enjoyment (intrinsic motivation), perceived usefulness (extrinsic motivation), clear direction, reward and recognition, punishment/regulation, social pressure and competition (Arbaugh, 2000; Law et al., 2010; Lee, Cheung, & Chen, 2005; Roca & Gagné, 2008).”
Online instruction, e-learning, and student satisfaction: A three year study (2014, background): “There have also been a number of studies by Arbaugh and associates on the predictors of student satisfaction with online learning (Arbaugh, 2000; Arbaugh, & Benbunan-Fich, 2006; Arbaugh, et al., 2009; Arbaugh, & Rau, 2007).”
An empirical examination of factors contributing to the creation of successful e-learning environments (2008, background): “…as face-to-face (FtF) environments in delivering instruction (cf. Hiltz, 1994; Alavi et al., 1997; Hiltz and Wellman, 1997; Piccoli et al., 2001) and when learning differences do occur, they are often due to differences in learner motivation or instructional characteristics (Arbaugh, 2000a, 2001).”
How Instructor Immediacy Behaviors Affect Student Satisfaction and Learning in Web-Based Courses (2001, background): “This suggests that findings related to the construct of immediacy behaviors may be generalizable to online courses (Arbaugh, 2000b).”
Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks (2002, background): “Research evidence suggests that for many students, ALN programs provide a high level of satisfaction, particularly regarding flexibility of time and place for learning and the emphasis on interpersonal interaction (e.g., Arbaugh, 2000).”
A Model of Business School Students' Acceptance of a Web-Based Course (2004, methodology): “As business schools invest large sums in new Web-based instructional technologies, there is a need for research on the factors affecting the successful integration of these technologies into management education (Arbaugh, 2000; Bilimoria, 1997; Ives & Jarvenpaa, 1996; Leidner & Jarvenpaa, 1995; Mies”
Assessing the Relationship of Student-Instructor and Student-Student Interaction to Student Learning and Satisfaction in Web-Based Online Learning Environment (2009, methodology): “This scale has been used in several studies of distance learning environment (Arbaugh, 2000b; Hiltz, 1994) and has been found a reliable and validated measure.”
Is There an Optimal Design for On-Line MBA Courses? (2005, methodology): “Hawthorne-like effect; therefore, they may have perceived their l arning to be higher than did stud nts in subsequent Web-bas d courses (Arbaugh, 2000a).”
Enhancing Knowledge Transfer in Classroom Versus Online Settings: The Interplay Among Instructor, Student, Content, and Context (2009, background): “Comparatively, and despite the increased use of e-mail, chat rooms, discussion boards, and audio and video, the more asynchronous nature of distance learning acts as a barrier that allows a primarily unidirectional content flow (Arbaugh, 2000a).”
An empirical investigation into factors influencing the adoption of an e-learning system (2006, methodology): “The measurement of content quality was developed through an adaptation of the method proposed in Arbaugh (2000), while the measures of perceived network externality was adapted from the studies of Hsu and Lu (2004) and Wang and Seidmann (1995).”
Investigating factors that influence social presence and learning outcomes in distance higher education (2011, result): “Gender showed no significant relationship with either of two dependent variables, which is consistent with the findings of other researchers ( [Arbaugh, 2000] ,[Bourne et al., 1997] and [Wu and Hiltz, 2004] ).”