Sage, Guide, Both, or Even More? An Examination of Instructor Activity in Online MBA Courses

Autor/in	Arbaugh, J. B.
Titel	Sage, Guide, Both, or Even More? An Examination of Instructor Activity in Online MBA Courses
Quelle	In: Computers & Education, 55 (2010) 3, S.1234-1244 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2010.05.020
Schlagwörter	Electronic Learning; Internet; Teacher Role; Business Administration Education; Teacher Characteristics; Teacher Behavior; Faculty Development; Foreign Countries; Web Based Instruction; Instructional Effectiveness; Educational Strategies; Student Attitudes; Predictor Variables; Correlation; Online Courses; Virtual Classrooms; College Faculty; College Instruction; Graduate Students + Suchen Sie Ihr Suchwort? Lehrerrolle; Teacher behaviour; Lehrerverhalten; Ausland; Web Based Training; Unterrichtserfolg; Lehrstrategie; Schülerverhalten; Prädiktor; Korrelation; Online course; Online-Kurs; Fakultät; Hochschullehre; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	This study examined faculty characteristics and behaviors in 46 MBA courses conducted over a two-year period. We found that both formal instructor activities, referred to in the online learning literature as teaching presence, and informal instructor activities, known as immediacy behaviors, were positive predictors of student perceived learning and satisfaction with the educational delivery medium. We also found that instructor login intensity, the average amount of time spent per login session, was a negative predictor of perceived learning. Collectively, these findings suggest the need for instructors to structure and organize their courses beforehand so they can focus on efficient engagement with their students while the class is in session. Although teaching presence and instructor immediacy were significant predictors of delivery medium satisfaction, they explained only 6% of the variance. This finding should help instructors avoid taking unnecessary responsibility for students' attitudes toward online learning. The paper concludes with a discussion of implications for training of online instructors and the appropriate use of multilevel analytical tools in online learning and education research. (Contains 5 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10