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
Effects of GSS interface and task type on group interaction: an empirical study
Decision Support Systems
A comprehensive method for the evaluation of complete intelligent tutoring systems
Decision Support Systems
Remote learning technologies: effectiveness of hypertext and GSS
Decision Support Systems
Asynchronous implementation of the nominal group technique: is it effective?
Decision Support Systems
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
A comparative content analysis of face-to-face vs. asynchronous group decision making
Decision Support Systems
An analysis of communication mode in group support systems research
Decision Support Systems
Internet self-efficacy and electronic service acceptance
Decision Support Systems
Intelligent agent supported personalization for virtual learning environments
Decision Support Systems
Dealing with the effects of context mismatch in group work
Decision Support Systems
Becoming a Virtual Professor: Pedagogical Roles and Asynchronous Learning Networks
Journal of Management Information Systems
A model to develop effective virtual teams
Decision Support Systems
A task-technology fit view of learning management system impact
Computers & Education
FIE'09 Proceedings of the 39th IEEE international conference on Frontiers in education conference
A structured methodology for assessing and improving e-services in digital cities
Telematics and Informatics
Case studies in research: Is social capital effective for online learning?
Information and Management
A machine learning-based usability evaluation method for eLearning systems
Decision Support Systems
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An emerging body of research suggests that participant interaction is one of the strongest predictors of success in online environments. However, studies about the effects of participant interaction in a large sample of multiple online environments are rather limited. Using hierarchical modeling techniques, we examine a sample of 40 online MBA courses to determine whether learner-instructor, learner-learner, or learner-system interaction is most significantly related to online course outcomes. Our findings suggest that while collaborative environments were associated with higher levels of learner-learner and learner-system interaction, only learner-instructor and learner-system interaction were significantly associated with increased perceived learning.