Although the volume of business and management education (BME) research has expanded substantially, concerns remain about the field's legitimacy and its ability to attract new and dedicated scholars. An obstacle that may impede field development is lack of knowledge about influential works and authors to frame topical areas of inquiry and future…

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…

Although the term has roots in the training and development literature, "blended learning" has only recently begun to be studied in management education. This article examines the literatures of blended and fully online management education to determine whether there are factors that may influence instructional effectiveness that are…

This paper assesses the construct validity of the dimensions of teaching presence, one of three types of presence articulated in Garrison, Anderson, and Archer's [Garrison, D.R., Anderson, T., and Archer, W. (2000). "Critical inquiry in a text-based environment: Computer conferencing in higher education." "The Internet and higher education", 2,…

Five master's of business administration courses used various formats, including part traditional/part asynchronous activity and totally asynchronous. A survey of 88 of 108 students showed that flexibility of the medium and an interactive course environment influenced satisfaction more than ease or frequency of access. (SK)

Examines the effects of technological, pedagogical, and student characteristics on student learning in Internet-based MBA courses. Suggests that teaching expertise may be the primary criterion for teaching success in the online classroom environment and that instructors may need to spend more time developing and cultivating instructional skills…

Finds that instructor immediacy behaviors in web-based Master of Business Administration courses were positive predictors of student learning and course satisfaction; and that other factors such as student attitudes towards course software, length of course, and prior student and instructor experience with web-based courses were also significant…

Class discussions and student interaction were compared in a conventional class (n=33) and an Internet-based class using LearningSpace(R) software (n=29). No significant differences in learning or interaction quality were found. There was significantly more participation in the Internet course, particularly by women. (SK)