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Cited by 499

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A Structural Equation Model of Predictors for Effective Online Learning

Marks, Ronald B., Sibley, Stanley D., Arbaugh, J. B.·2005·Journal of Management Education
DOI 10.1177/1052562904271199
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Abstract

In studying online learning, researchers should examine three critical interactions: instructor-student, student-student, and student-content. Student-content interaction may include a wide variety of pedagogical tools (e.g., streaming media, PowerPoint, and hyperlinking). Other factors that can affect the perceived quality of online learning include distance education advantages (e.g., work and family flexibility) and antecedent personal characteristics (e.g., experience and gender). The study indicated that instructor-student interaction is most important, twice that of student-student interaction; that some student-content interaction is significantly related to perceived learning; that antecedent variables are not significant; and that distance education advantages/flexibility, although significant, are less important than other interactions.

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Metadata

Authors
Marks, R. B., Sibley, S. D., & Arbaugh, J. B.
Venue
Journal of Management Education
Publisher
SAGE Publications
Published
2005-08
Volume
29
Issue
4
Pages
531-563
ISSN
  • 1052-5629 (ISSN-L)
  • 1552-6658
DOI
10.1177/1052562904271199
OpenAlex
W2033103221
Cited by
499
References
3
FWCI
49.29
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)

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CoChat. (2026). Citation check: A Structural Equation Model of Predictors for Effective Online Learning. https://app.cochat.ai/papers/10.1177/1052562904271199
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Marks, R. B., Sibley, S. D., & Arbaugh, J. B. (2005). A Structural Equation Model of Predictors for Effective Online Learning. Journal of Management Education. https://doi.org/10.1177/1052562904271199

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