Teaching effectiveness in technology-mediated distance learning

Technology-mediated distance learning is becoming increasingly important to business curricula. However, little theoretical development or empirical research has examined teaching effectiveness in distance learning. Thus, this article draws from research in management communications, education, and information systems to develop an initial conceptualization of influences on technology-mediated distance learning outcomes. It then reports on an exploratory study utilizing both qualitative and quantitative techniques to examine 247 students' reactions to such distance learning.