Asynchronous learning networks as a virtual classroom
Communications of the ACM
A Comparative Study of Distributed Learning Environments on Learning Outcomes
Information Systems Research
Becoming a Virtual Professor: Pedagogical Roles and Asynchronous Learning Networks
Journal of Management Information Systems
Participation in class and in online discussions: Gender differences
Computers & Education
Determining factors of the use of e-learning environments by university teachers
Computers & Education
What is online learner participation? A literature review
Computers & Education
Globally-perceived experiences of online instructors: A preliminary exploration
Computers & Education
An investigation of student practices in asynchronous computer conferencing courses
Computers & Education
Examining online teaching, cognitive, and social presence for adult students
Computers & Education
Course management system adoption and usage: A process theoretic perspective
Computers in Human Behavior
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This study examined faculty characteristics and behaviors in 46 MBA courses conducted over a two-year period. We found that both formal instructor activities, referred to in the online learning literature as teaching presence, and informal instructor activities, known as immediacy behaviors, were positive predictors of student perceived learning and satisfaction with the educational delivery medium. We also found that instructor login intensity, the average amount of time spent per login session, was a negative predictor of perceived learning. Collectively, these findings suggest the need for instructors to structure and organize their courses beforehand so they can focus on efficient engagement with their students while the class is in session. Although teaching presence and instructor immediacy were significant predictors of delivery medium satisfaction, they explained only 6% of the variance. This finding should help instructors avoid taking unnecessary responsibility for students' attitudes toward online learning. The paper concludes with a discussion of implications for training of online instructors and the appropriate use of multilevel analytical tools in online learning and education research.