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

Endres, Megan Lee; Chowdhury, Sanjib; Frye, Crissie M.; Hurtubis, Cheryl A.

doi:10.3200/joeb.84.5.304-312

Cited by 51 publications

(54 citation statements)

References 28 publications

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“…There have been number of studies that present the various problems faced by both, the faculty and students in the online teaching and learning environment. In a study conducted by [15], faculty described the labor-intensive and costly process of gaining publisher permission to make articles about evidenced-based practices available to their online learners. [30] cited potential miscommunication, initial high levels of student anxiety, inadequate student computer skills, and the need for students to be self-directed and self-paced.…”

Section: Importance Of Online Instructionmentioning

confidence: 99%

Teaching on information freeway: Building learning communities

Jain

Sunderman

2012

2012 IEEE International Conference on Technology Enhanced Education (ICTEE)

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This study presents the first empirical analysis of the actual classroom interactions to test the relationship between the instructional design elements and the overall meaningful interactions among Business major students. Eighteen online graduate Business courses, 9 from each of the fall and spring semesters, were analyzed using bivariate and multivariate analysis techniques. Findings suggest that the level of overall meaningful interaction among learners can be improved by dividing the students into smaller groups, using introduction sections, and limiting participation from the instructor. The results of this study can prove to be useful for practitioners, designers and instructors, who are designing, developing or teaching online Business courses.

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Section: Importance Of Online Instructionmentioning

confidence: 99%

Teaching on information freeway: Building learning communities

Jain

Sunderman

2012

2012 IEEE International Conference on Technology Enhanced Education (ICTEE)

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“…The other view holds that self‐reported student perceptions are strongly indicative of the actual learning that has occurred (Arbaugh & Benbunan‐Fich, 2006; Endres & Hurtubis, 2009), and reflect many desirable outcomes of students’ on‐campus experiences. For instance, student perceptions are viewed to: (a) represent a global measure of the multidimensional student experience on campus (Arbaugh, 2005), and (b) reflect the quality of their social interactions with their team members (Shipley, Johnson, & Hashemi, 2009) and instructors (Miles, 2001).…”

Section: Conceptual Backgroundmentioning

confidence: 99%

Students’ Perspective into the Apathy and Social Disconnectedness They Feel in Undergraduate Business Classrooms

Sashittal

Jassawalla

Markulis

2012

Decision Sci J Innov Edu

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Apathy and social disconnectedness among undergraduate business students remain poorly understood and under‐researched—despite evidence that they produce an adverse impact on learning‐related outcomes. Qualitative research was initially conducted among a sample of undergraduate business students to identify the antecedents and learning‐related consequences of apathy and social disconnectedness, develop grounded definitions, hypotheses, and scales. This was followed by a survey that aimed to test a conceptual model that emerged from qualitative data. The study finds evidence to suggest that high levels of anxiety among students antecedes social disconnectedness and powerlessness, which trigger apathy or the lack of caring about being a student or attending college. These psychosocial problems are severe enough, the study finds, to adversely impact the quality of students’ learning experiences. Implications for new thinking and research are discussed, and implications for improving instruction are derived from the findings.

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“…Endres et al. () found that student satisfaction with faculty practices, learning practices, and course materials were each positively related to intent to recommend the online course to other MBA students. Blau and Kapanjie () found significant positive relationships of two satisfaction items, online course tool and instructor response time, to perceived favorability.…”

Section: Introduction—online Business Education and Mixed Course Formatsmentioning

confidence: 99%

“…Both Blau and Kapanie () and Endres et al. () used one item to measure intent to recommend course with a Yes/No response format. By operationalizing “intent” using only one item, this does not allow for a reliability estimate to be calculated.…”

Section: Introduction—online Business Education and Mixed Course Formatsmentioning

confidence: 99%

Do Technological and Course‐Related Variables Impact Undergraduates’ Perceived Favorability and Willingness to Recommend Online/Hybrid Business Courses?

Blau

Drennan

Karnik

et al. 2017

Decision Sci J Innov Edu

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Lower teaching evaluations can affect students’ willingness to recommend an online course. To maintain online course quality, it is important to keep the “integrity” of a course, that is, offer to the extent possible, the same content and learning outcomes in an online course as the face‐to‐face (F2F) equivalent. This study explored the impact of background, technological, and course‐related variables on perceived favorability of online (versus F2F) courses and willingness to recommend courses using two independent “mixed course format” samples of business undergraduates, that is, simultaneously taking online/hybrid and F2F courses. Participants were recruited based on their enrollment in at least one online or hybrid course. A complete data sample of 259 students filled out an online survey in the Fall 2015 semester, followed by a second independent sample of 269 students in the Spring 2016 semester. Hierarchical regression results showed that after controlling for background variables, one course‐related variable (instructor effectiveness) and one technological‐related (perceived ease of use) consistently explained perceived favorability of online (versus F2F) courses across both samples. For the willingness to recommend courses, after controlling for background variables, both course‐related variables (instructor effectiveness and student motivation) and the perceived favorability of the online course were each significant across both samples.

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

Cited by 51 publications

References 28 publications

Teaching on information freeway: Building learning communities

Teaching on information freeway: Building learning communities

Students’ Perspective into the Apathy and Social Disconnectedness They Feel in Undergraduate Business Classrooms

Do Technological and Course‐Related Variables Impact Undergraduates’ Perceived Favorability and Willingness to Recommend Online/Hybrid Business Courses?

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