Hostname: page-component-cd9895bd7-7cvxr Total loading time: 0 Render date: 2024-12-29T10:22:58.740Z Has data issue: false hasContentIssue false

Instructors as Facilitators of Learner–Learner Interaction in Third-Generation Learning Environments

Published online by Cambridge University Press:  07 January 2015

J.B. Arbaugh*
Affiliation:
University of Wisconsin Oshkosh
*
E-mail: arbaugh@uwosh.edu, Address: College of Business, University of Wisconsin Oshkosh, 800 Algoma Boulevard, Oshkosh, WI 54901

Abstract

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Commentaries
Copyright
Copyright © Society for Industrial and Organizational Psychology 2008 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

*

College of Business, University of Wisconsin Oshkosh

References

Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 117.Google Scholar
Arbaugh, J. B. (2005). Is there an optimal design for on-line MBA courses? Academy of Management Learning & Education, 4, 135149.Google Scholar
Arbaugh, J. B. (2002). Managing the on-line classroom: A study of technological and behavioral characteristics of Web-based MBA courses. Journal of High Technology Management Research, 13, 203223.Google Scholar
Arbaugh, J. B., & Benbunan-Fich, R. (2006). An investigation of epistemological and social dimensions of teaching in online learning environments. Academy of Management Learning & Education, 5, 435447.Google Scholar
Arbaugh, J. B., & Benbunan-Fich, R. (2007). Examining the influence of participant interaction modes in Web-based learning environments. Decision Support Systems, 43, 853865.Google Scholar
Arbaugh, J. B., & Hwang, A. (2006). Does “teaching presence” exist in online MBA courses? Internet and Higher Education, 9, 921.Google Scholar
Arbaugh, J. B., & Rau, B. L. (2007). A study of disciplinary, structural, and behavioral effects on course outcomes in online MBA courses. Decision Sciences Journal of Innovative Education, 5, 6393.Google Scholar
Brower, H. H. (2003). On emulating classroom discussion in a distance-delivered OBHR course: Creating an on-line learning community. Academy of Management Learning & Education, 2, 2236.Google Scholar
Coppola, N. W., Hiltz, S. R., & Rotter, N. G. (2002). Becoming a virtual professor: Pedagogical roles and asynchronous learning networks. Journal of Management Information Systems, 18, 169189.Google Scholar
Dillon, C. L., & Walsh, S. M. (1992). Faculty: The neglected resource in distance education. American Journal of Distance Education, 6(3), 521.Google Scholar
Eom, S. B., Wen, H. J., & Ashill, N. (2006). The determinants of students’ perceived learning outcomes and satisfaction in university online education: An empirical investigation. Decision Sciences Journal of Innovative Education, 4, 215235.Google Scholar
Garrison, D. R. (1993). A cognitive constructivist view of distance education: An analysis of teaching-learning assumptions. Distance Education, 14, 199211.Google Scholar
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. Internet and Higher Education, 2, 87105.Google Scholar
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 723.Google Scholar
Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. American Journal of Distance Education, 19, 133148.Google Scholar
Gunawardena, C., & Zittle, F. (1997). Social presence as a predictor of satisfaction within a computer mediated conferencing environment. American Journal of Distance Education, 11(3), 826.Google Scholar
Hiltz, S. R., & Wellman, B. (1997). Asynchronous learning networks as a virtual classroom. Communications of the ACM, 40(9), 4449.Google Scholar
Kraiger, K. (2008). Transforming our models of learning and development: Web-based instruction as enabler of third-generation instruction. Industrial and Organizational Psychology: Perspectives on Science and Practice, 1, 454467.Google Scholar
Leidner, D. E., & Jarvenpaa, S. L. (1995). The use of information technology to enhance management school education: A theoretical view. MIS Quarterly, 19, 265291.Google Scholar
Peltier, J. W., Drago, W., & Schibrowsky, J. A. (2003). Virtual communities and the assessment of online marketing education. Journal of Marketing Education, 25, 260276.Google Scholar
Rungtusanatham, M., Ellram, L. M., Siferd, S. P., & Salik, S. (2004). Toward a typology of business education in the Internet age. Decision Sciences Journal of Innovative Education, 2, 101120.Google Scholar
Sarker, S., & Nicholson, J. (2005). Exploring the myths about online education in information systems. Informing Science Journal, 8, 5573.Google Scholar
Swan, K. (2003). Learning effectiveness: What the research tells us. In Bourne, J. & Moore, J. C. (Eds.), Elements of quality online education: Practice and direction (Vol. 3, pp. 1345). Needham, MA: Sloan Consortium.Google Scholar
Thompson, M. M. (2007). Are we re-marginalizing distance education teachers and students? Journal of Asynchronous Learning Networks, 11(1), 97106.Google Scholar
Williams, E. A., Duray, R., & Reddy, V. (2006). Teamwork orientation, group cohesiveness, and student learning: A study of the use of teams in online distance education. Journal of Management Education, 30, 592616.Google Scholar