An Update on the High-Tech MBA

Kyle, Reuben; Festervand, Troy A.

doi:10.3200/joeb.80.4.240-244

Cited by 12 publications

(5 citation statements)

References 1 publication

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“…Although online delivery has been deemed the eductional "medium of the future," it cannot be taken for granted that "if they build it, students will come" (Kyle & Festervand, 2005). A number of institutions found that students were…”

Section: Challenges For Online Learningmentioning

confidence: 99%

The Interdependence of the Factors Influencing the Perceived Quality of the Online Learning Experience: A Causal Model

Peltier

Schibrowsky

Drago

2007

Journal of Marketing Education

188

134

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A structural model of the drivers of online education is proposed and tested. The findings help to identify the interrelated nature of the lectures delivered via technology outside of the traditional classroom, the importance of mentoring, the need to develop course structure, the changing roles for instructors and students, and the importance of designing and delivering course content on the enhancement of the online learning experience. The results support an integrated, building-block approach for developing successful online programs and courses.

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Section: Challenges For Online Learningmentioning

confidence: 99%

The Interdependence of the Factors Influencing the Perceived Quality of the Online Learning Experience: A Causal Model

Peltier

Schibrowsky

Drago

2007

Journal of Marketing Education

188

134

View full text Add to dashboard Cite

show abstract

“…Online MBA programs are attracting a new market comprising nontraditional students who work full-time and are often sponsored by organizations (Mangan, 2001;Smith). Organizations are also using more online business courses, which professionals view as a viable alternative to face-to-face options (Arbaugh, 2004;Kyle & Festervand, 2005). Difficulties that have arisen with the sudden proliferation of online MBA courses are improper course management and a lack of attention to the special needs of online students (Bocchi, Eastman, & Swift, 2004;Mangan).…”

mentioning

confidence: 99%

The Multifaceted Nature of Online MBA Student Satisfaction and Impacts on Behavioral Intentions

Endres

Chowdhury

Frye

et al. 2009

Journal of Education for Business

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The authors analyzed surveys gathered from 277 students enrolled in online MBA courses at a large university in the Midwest. As the authors expected, student satisfaction in the survey comprised 5 factors: satisfaction with faculty practices, learning practices, course materials, student-to-student interaction, and course tools. Student satisfaction predicted student intention to recommend the course, faculty, and university to others. Varying types of online satisfaction that were revealed in the factor analysis predicted each type of student intention. The authors provide a discussion of results and implications for future research.

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“…Availability of online degree programs continues to increase. According to Kyle (2005), "The 2003 MBAInfo database indicated that 208 institutions worldwide offer MBA programs online or through distance learning. As of October 2003, USNews.com 2003was listing 246 online graduate degree programs, up from 48 in 2001" (p. 241).…”

Section: Methodsmentioning

confidence: 99%

Assessing the Degree of Homogenenous Online Teaching Textbook Infancy from 1999 to 2007 Using the Immediacy Principle

Bean¹

2015

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Since the 1920s, textbook critics have maintained that textbooks should offer a homogenous editorial approach, including an acknowledgment of a mix of author opinion and scholarly research. Several researchers indicated that some textbooks are not homogenous. The purpose of this quantitative content analysis study was to examine whether independently authored online education textbooks published in the infancy of online teaching development from 1999 to 2007 included acknowledgment of scholarly studies pertaining to a teaching technique dubbed immediacy. In consideration of the growing field of online education and its efficacy, a secondary purpose of the study was to examine the effective transformation of scholarly knowledge to practice. For this study, teacher immediacy in the online classroom was operationalized as non-verbal teacher communications that foster psychological closeness and acknowledge student feelings in a timely manner. This study examined terminology related to immediacy in the first four chapters and chapter titles. The results indicated the early online textbooks did not prominently acknowledge immediacy terminology and did not include peer-reviewed scholarly immediacy references. Compared to terminology related to general student collaboration, the textbooks did not convey significant terminology related to student feelings or closeness, thus the textbooks did not offer a homogeneous approach regarding immediacy scholarship. In addition, in this instance, the books were idiosyncratic in communicating scholarly immediacy knowledge to the field.

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An Update on the High-Tech MBA

Cited by 12 publications

References 1 publication

The Interdependence of the Factors Influencing the Perceived Quality of the Online Learning Experience: A Causal Model

The Interdependence of the Factors Influencing the Perceived Quality of the Online Learning Experience: A Causal Model

The Multifaceted Nature of Online MBA Student Satisfaction and Impacts on Behavioral Intentions

Assessing the Degree of Homogenenous Online Teaching Textbook Infancy from 1999 to 2007 Using the Immediacy Principle

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