Technological and Structural Characteristics, Student Learning and Satisfaction with Web-Based Courses

By J. Ben Arbaugh, Rebecca Duray. 2002

457 citations recorded by the source corpus.

Subfields: Education, Management of Technology and Innovation

View Paper: https://www.semanticscholar.org/paper/7c1858ad5a2a1c4b7d65224cc95a80dd46cda3de

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In Education

In Management of Technology and Innovation

Citations in the corpus

How does desktop virtual reality enhance learning outcomes? A structural equation modeling approach (2010, background): “(2008) and Arbaugh and Duray (2002) in technology mediated learning.”
Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning (2013, background): “The number of students enrolled in online courses has increased rapidly since 1990 (Arbaugh & Duray, 2002; Armstrong, 2011; Lim, Yoon, & Morris, 2006).”
Retaining the Online Learner: Profile of Students in an Online MBA Program and Implications for Teaching Them (2004, background): “Arbaugh and Duray (2002), however, noted that larger class sizes decreased online course satisfaction.”
Understanding the massive open online course (MOOC) student experience: An examination of attitudes, motivations, and barriers (2017, background): “…research via questionnaires that flexibility and ease of use are critical reasons that online course participants—particularly adult learners with jobs, family, or other obligations—find satisfaction in their engagement with e-learning (Arbaugh & Duray, 2002; Sun, Tsai, Finger, Chen, & Yeh, 2008).”
The impact of learning design on student behaviour, satisfaction and performance: A cross-institutional comparison across 151 modules (2016, background): “In line with previous studies (Arbaugh, 2014; Arbaugh & Duray, 2002; Marks, Sibley, & Arbaugh, 2005), we included several institutional analytics data that are known to influence the students' learning experience, such as the level of the course (Calvert, 2014), the specific discipline (Rienties et…”
A review of predictive factors of student success in and satisfaction with online learning (2015, background): “Studies have demonstrated the negative impact of large course size on online course satisfaction measures (Arbaugh and Duray 2002; Arbaugh and Rau 2007).”
Adding Innovation Diffusion Theory to the Technology Acceptance Model: Supporting Employees' Intentions to use E-Learning Systems (2011, background): “We made assumptions that the more end-users who perceive usefulness of the elearning systems within an organization, the more positive their acceptance of e-learning systems, consequently increasing their chances for future usage of the e-learning systems (Arbaugh & Duray, 2002; Pituch & Lee, 2006).”
The Model for Introduction of Gamification into E-learning in Higher Education (2015, background): “Various authors (Lewis, 2002; Arbaugh & Duray, 2002; Chen & Bagakas, 2003) have found that there are six factors that have an impact on satisfaction: students, teachers, course, technology, system design and environmental factors.”
A Structural Equation Model of Predictors for Effective Online Learning (2005, background): “…online advantage of convenience may be lessening as a competitive advantage over traditional courses or other forms of distance education courses (Arbaugh & Duray, 2002 Therefore, those institutions offering online courses may need to focus on enhancing the learning effectiveness and/or the…”
Research in online and blended learning in the business disciplines: Key findings and possible future directions (2009, background): “As studies have been able to include learners with more varied amounts of online learning experience, we are beginning to see increasing evidence of a prior experience–course outcomes relationship (Arbaugh, 2005a; Arbaugh & Duray, 2002; Drago, Peltier, Hay, & Hodgkinson, 2005).”
How Student Satisfaction Factors Affect Perceived Learning. (2010, background): “Only a few previous studies, however, explicitly explored the student’s roles in transforming learning environments to enhance learning; such transformation is itself a learning process (Arbaugh and Duray, 2002; Mbarika, Sankar, and Raju, 2003; Winberg and Hedman, 2008).”
What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction (2008, background): “Although the results of this research failed to completely correspond to previous findings (Arbaugh, 2002; Arbaugh & Duray, 2002; Hong, 2002; Piccoli et al., 2001), a review of the education and training in computer and Internet use can explain the difference.”
Student satisfaction with an online and a face-to-face Business English course in a higher education context (2019, result): “This observation is similar to that of Arbaugh and Duray (2002), who found that more experienced online students were more satisfied with their course delivery medium. This suggests that we need to address the issue of students’ experience and tap into their expectations of online learning prior to ”
Critical success factors for e-learning in developing countries: A comparative analysis between ICT experts and faculty (2012, background): “Service quality also includes teaching assistant support, computer training, and program flexibility (Arbaugh, 2000, 2002; Arbaugh & Duray, 2002; Lee, 2008; Teo, 2010).”
Multi-dimensional students' evaluation of e-learning systems in the higher education context: An empirical investigation (2009, result): “These results overlap with the literature (Arbaugh & Duray, 2002; Thurmond, Wambach, & Connors, 2002).”