Instructor and Learner Discourse in MBA and MA Online Programs: Whom Posts more Frequently?

Abstract

This study was grounded on the assumptions that (a) Instructor and Learners Discourse (ILD) in Threaded Discussions (TDs) in online courses is of great importance to both MBA and MA learners; (b) there is a correlation between instructor and learners discourse; and (c) there is a difference in the frequency of postings between MBA and MA learners. This researcher recognized the importance of ILD for both learners taking online courses and the vitality of the online university. A quantitative path analysis, content analysis, and course evaluation surveys were used to conduct this study. Quantitative path analysis procedures were used to examine the direct hypothesized relationship between the extent of both MBA and MA instructor and MBA and MA learner discourse. Content analysis procedures were used to quantify ILD. A course evaluation survey included one open-ended question on discourse and provided further insight toward the nature of the quantitatively measured hypothesized relationship. The findings of this study suggest that there is a direct relationship between instructor and learner discourse in online courses and MBA instructors and learners posted more frequently that MA instructors and learners. This relationship was of practical and statistical significance. Administrators of online universities should develop and implement policies on expectations for instructors to facilitate ILD in the online learning environment.