ERIC Number: EJ1006806
Record Type: Journal
Publication Date: 2013-Apr
Abstractor: As Provided
Reference Count: 0
Does Academic Discipline Moderate CoI-Course Outcomes Relationships in Online MBA Courses?
Arbaugh, J. B.
Internet and Higher Education, v17 p16-28 Apr 2013
This paper examines the relationships between the elements of the Community of Inquiry (CoI) framework, disciplinary differences, perceived learning, instructor effectiveness, and delivery medium satisfaction. Specifically, the proposed research examines whether disciplinary differences such as those proposed by Biglan (1973a, 1973b) moderate the relationships between social, cognitive, and/or teaching presence and online course outcomes. Drawing from the results of a two-year study of students in over 50 online MBA courses, we found that disciplinary effects moderated the relationships between facilitating discourse, direct instruction and perceived student learning. Disciplinary effects did moderate the relationship between CoI elements and perceptions of instructor effectiveness. As disciplines moved closer to "pure" or "hard" status, social presence became positively associated and cognitive presence became negatively associated with perceived instructor effectiveness. (Contains 8 tables and 1 figure.)
Descriptors: Intellectual Disciplines, Online Courses, Masters Programs, Direct Instruction, Business Administration Education, Higher Education, Teacher Effectiveness, Delivery Systems, Satisfaction, Academic Discourse, Longitudinal Studies, Outcomes of Education, Inquiry
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A