An Investigation of Epistemological and Social Dimensions of Teaching in Online Learning Environments

Abstract

We examine the relationship between teaching approaches and online learning outcomes using a sample of 40 MBA-level courses. We develop and test a conceptual framework of teaching approaches based upon epistemological (objectivist vs. constructivist) and social (use of individual- vs. group-oriented activities) dimensions. The results of this study indicate that students reported significantly higher scores for perceived learning and delivery medium satisfaction in courses where objectivist teaching approaches were supported by the use of collaborative learning techniques. These findings empirically suggest that the collaborative learning model should be the foundation upon which online courses are designed and delivered.