Virtual Classroom versus Physical Classroom: An Exploratory Study of Class Discussion Patterns and Student Learning in an Asynchronous Internet-Based MBA Course

By J. Ben Arbaugh. 2000

301 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/6cc5a879a1c984b2e6c3821932709282b4793bda

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

Impact of Cold-Calling on Student Voluntary Participation (2013, background): “The impact of technology on class interaction is investigated in the field of management by Arbaugh (2000) who examines participation in an asynchronous Internet-based MBA course and finds no significant differences in learning or interaction quality from the conventional classroom. However, he find”
Assessing Student Perceptions of the Benefits of Discussions in Small-Group, Large-Class, and Online Learning Contexts (2012, methodology): “Following the work of Arbaugh (2000), Windschitl (1999), and Ellis and colleagues (2004), we employed a survey to evaluate what students thought they had learned from discussions.”
How Classroom Environment and Student Engagement Affect Learning in Internet-based MBA Courses (2000, methodology): “I measured perceived flexibility with an eight-item scale used in recent studies of Internet-based courses (Arbaugh, 2000a) focusing on the course’s format and their ability to arrange their involvement in the course around work, family, and travel.”
Classroom participation and discussion effectiveness: student-generated strategies (2004, background): “Researchers have identified numerous strategies for encouraging inclusive student participation (Arbaugh, 2000; Bump, 1990; Davis, 1993; Smith & Smith, 1994), including the use of technology.”
Learning Style and Effectiveness of Online and Face-to-Face Instruction (2002, result): “These findings continue in some of the more recent studies: There are reports of cyberlearners performing on assessments equal to or better than FTF students (Arbaugh 2000; Clark 1999; Dobrin 1999; Dutton, Dutton, and Perry 1999; Navarro and Shoemaker 1999; Trinkle 1999).”
Cross-Cultural Code-Switching: The Psychological Challenges of Adapting Behavior in Foreign Cultural Interactions (2007, background): “The norms for appropriate behavior within this setting in the United States encourage and require students to express themselves, as well as reward them, even when their opinions are controversial or conflict with those of another student or even with the professor (Arbaugh, 2000).”
A Structural Equation Model of Predictors for Effective Online Learning (2005, background): “Participation in student-to-student interactions in been shown to be greater (Arbaugh, 2000b; Arbaugh & Rau, 2002; Benbunan-Fich, Hiltz,& Turoff, 2001), more evenly distributed (Card, 2000; Strauss, 1996), a source of stronger bonding (Whipp & Schweizer, 2000), and more liberating (Wolfe, 2000) in…”
Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning (2013, background): “with persistence and dropout rates in online learning (Arbaugh, 2000; Billings, 2000; Levy, 2007; Thurmond, Wambach, Connors, & Frey, 2002).”
Evaluation of Student Satisfaction: Determining the Impact of a Web-Based Environment by Controlling for Student Characteristics (2002, background): “… (Guolla 1999, 91) Furthermore, students’ satisfaction may have an impact on whether students elect to take additional Web-based courses or select a certain faculty instructor (Arbaugh 2000b).”