An evaluation model for collaborative online courses: The impact of knowledge sharing and communication climate

T. Grohnert, K. Bohle Carbonell, A. Dailey-Hebert, M.S.R. Segers

Research output: Chapter in Book/Report/Conference proceedingChapterAcademic


Increasing globalization and changes in the business landscape have pushed the concept of lifelong learning into the center of employee development as companies’ strategic advantage arises from the knowledge and skills of employees. In order to stay competitive in the labor market, and to accommodate the multiple life priorities of family and work, an increasing number of professionals follow (part-time) courses and programs online. Yet, little research has neither focused on the perceived learning and satisfaction of professional learners in this virtual environment nor investigated the factors that contribute to them. Using a mixed method approach, this chapter compares two online courses (one successful, one unsuccessful) provided for professional learners. A model framework is presented to unearth factors that influence perceived learning and satisfaction of professionals in online courses, which results in a strong correlation between creating a positive communication climate, collaborative knowledge sharing, and perceived learning and satisfaction of professionals.

Original languageEnglish
Title of host publicationFacilitating learning in the 21st century: Leading through technology, diversity and authenticity
EditorsP. van den Bossche, W.H. Gijselaers, R.G. Milter
Place of PublicationDordrecht, Boston, London
Number of pages15
ISBN (Print)978-94-007-6137-7
Publication statusPublished - 1 Jan 2013

Publication series

SeriesAdvances in Business Education and Training

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