Journal of Management Information Systems
The virtual classroom: learning without limits via computer networks
The virtual classroom: learning without limits via computer networks
The use of information technology to enhance management school education: a theoretical view
MIS Quarterly - Special issue on IS curricula and pedagogy
MIS Quarterly - Special issue on IS curricula and pedagogy
Effect of GSS on knowledge acquisition
Information and Management
What makes learning networks effective?
Communications of the ACM - Supporting community and building social capital
Improving education and training with IT
Communications of the ACM - Adaptive middleware
Research Commentary: Technology-Mediated Learning--A Call for Greater Depth and Breadth of Research
Information Systems Research
A Comparative Study of Distributed Learning Environments on Learning Outcomes
Information Systems Research
Learning style, learning patterns, and learning performance in a WebCT-based MIS course
Information and Management
General Perspectives on Knowledge Management: Fostering a Research Agenda
Journal of Management Information Systems
Becoming a Virtual Professor: Pedagogical Roles and Asynchronous Learning Networks
Journal of Management Information Systems
Effects of Group Support Systems and Content Facilitation on Knowledge Acquisition
Journal of Management Information Systems
The importance of participant interaction in online environments
Decision Support Systems
IDGD '09 Proceedings of the 3rd International Conference on Internationalization, Design and Global Development: Held as Part of HCI International 2009
Review of Learning in Online Networks and Communities
EC-TEL '09 Proceedings of the 4th European Conference on Technology Enhanced Learning: Learning in the Synergy of Multiple Disciplines
Case studies in research: Is social capital effective for online learning?
Information and Management
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This research investigates the effects of knowledge construction and group collaboration in outcomes of MBA courses entirely delivered on the web. The data comes from a sample of courses conducted from summer 2000 through summer 2002. The results indicate that students achieve higher perceptions of learning in courses where knowledge is transmitted through the system, as opposed to constructed by the students, and when students are engaged in collaborative assignments. In terms of final grades, our findings show that the absence of both factors (knowledge construction and group collaboration) has a detrimental effect on student performance. Students earn on average better grades in courses where either one of these factors is present. Contrary to our expectations, the presence of both factors does not have positive synergistic effects on student performance. These findings suggest that the success of web-based courses entirely delivered online depends upon providing collaborative learning activities, and/or challenging environments where the students are responsible for the creation of their own knowledge.