How Classroom Environment and Student Engagement Affect Learning in Internet-based MBA Courses

By J. Ben Arbaugh. 2000

298 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b7086cd58ab4aca0116c184c8b26a810fe61047b

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

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).”
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).”
The Determinants of Students' Perceived Learning Outcomes and Satisfaction in University Online Education: An Empirical Investigation* (2006, background): “, Arbaugh, 2000; Swan, 2001). Swan (2001) reported student perceptions of interaction with their peers to be related to four components: actual interactions in the courses, the percentage of the course grade that was based on discussion, required participation in discussions, and the average length ”
Powering E-Learning In the New Millennium: An Overview of E-Learning and Enabling Technology (2003, background): “In Arbaugh (2000)'s study, student engagement in online courses was measured by calculating the amount of time students spent on the course Web-site.”
Online Teaching and Learning Experiences During the COVID-19 Pandemic – A Comparison of Teacher and Student Perceptions (2021, background): “The extent to which teachers and students can interact and communicate well with each other has been considered essential to the success of distance education (Arbaugh, 2000; Bolliger & Wasilik, 2009; Garrison & Shale, 1990).”
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.”
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).”
The Effect of Synchronous and Asynchronous Participation on Students' Performance in Online Accounting Courses (2012, background): “Asynchronous delivery may be particularly useful when students are working together across different time zones (Arbaugh, 2000; Berger, 1999)2 because students can ‘attend’ class discussions or group work at their convenience.”
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).”
Students’ perception and preference for online education in India during COVID -19 pandemic (2020, unknown): “(2005), learner control (Hannafin (1984); Shyu and Brown (1992); Reeves (1993)), computer and internet self-efficacy ((Bandura (1977,1986 1997); Compeau and Higgins (1995); Eastin and LaRose (2000); Tsai and Tsai (2003); Tsai and Lin (2004); Hung et al. (2010)), online communication self-efficacy (P”
Blended learning effectiveness: the relationship between student characteristics, design features and outcomes (2017, background): “Arbaugh (2000) and Swan (2001) indicated that high levels of learner-instructor interaction are associated with high levels of user satisfaction and learning outcomes.”