The impact of transactional distance dialogic interactions on student learning outcomes in online and blended environments

Ekwunife-Orakwue, Kayode C.V.; Teng, Tun Ping

doi:10.1016/j.compedu.2014.06.011

Cited by 122 publications

(91 citation statements)

References 60 publications

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“…Although Moore (1993) did not mention it, other researchers have conceptualized a broadening of the dialogic scope to encompass elements of learner-technology interaction (Strachota, 2003;Ekwunife-Orakwue & Teng, 2014). This may be understood as a student's computer literacy, defined by Strachota, as computer selfefficacy.…”

Section: Dialogic Interactionmentioning

confidence: 99%

Transactional Distance Dialogic Interactions and Student Satisfaction in a Multi-Institutional Blended Learning Environment

Best

Conceição

2017

European Journal of Open, Distance and E-Learning

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This study explored the impact of transactional distance dialogic interactions on student satisfaction in an international blended learning master's degree program. The program examined was collaboratively delivered by three European universities to a cohort of students residing on several different continents. Students reported experiencing transactional distance for learnerlearner and learner-teacher dialogic interaction elements and dissatisfaction in the online components of the program but reported a sense of community and satisfaction for the inperson elements of the program. Transactional distance for the dimension of learner-content dialogic interaction was highest for elements of the program that were impacted by its multiinstitutional nature, but students reported general satisfaction for the program overall. This study has practical implications for distance educators, administrators, instructional designers, and policy makers concerned with student satisfaction in blended courses and programs, and it contributes to the literature on student satisfaction and multi-institutional programs.

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Section: Dialogic Interactionmentioning

confidence: 99%

Transactional Distance Dialogic Interactions and Student Satisfaction in a Multi-Institutional Blended Learning Environment

Best

Conceição

2017

European Journal of Open, Distance and E-Learning

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“…This is perhaps the reason Kudryavtseva (2014) identifies the Internet as "one of the facilities necessary for the effective delivery of lessons in ODL programmes" (p .1217). Likewise, Ekwunife-Orakwue and Teng (2014) argue that "modalities of distance learning that leverage interaction, and allow seamless experiences with technologies will continue to thrive and proliferate" (p. 425).…”

Section: Literature Reviewmentioning

confidence: 99%

Increasing Access to Higher Education Through Open and Distance Learning: Empirical Findings From Mzuzu University, Malawi

Chawinga

Zozie

2016

IRRODL

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Slowly but surely, open and distance learning (ODL) programmes are being regarded as one of the most practical ways that universities across the world are increasingly adopting in order to increase access to university education. Likewise, Mzuzu University (MZUNI) set up the Centre for Open and Distance Learning (CODL) to oversee the running of these programmes in 2011. In this study, we adopted the Transactional Distance Theory (Moore, 1997) to investigate the modes of instructional systems, benefits or opportunities, and the challenges associated with the delivery of ODL programmes at MZUNI. By selfadministering a questionnaire to 350 ODL students and 9 Heads of Department in the Faculty of Education whose programmes are offered through ODL, we found that instructions are mostly delivered to students through print-based instructional materials. The major benefits noted include increased access to quality higher education, affordable tuition fees, and flexibility in payment of fees. However, we established some challenges which need to be addressed by the University which include, delayed feedback of assignments and release of end of semester examination results, absence of information for courses of study, poor communication between the Centre and departments, and poor remuneration for lecturers.

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“…Consequently, other scholars have conceptualized transactional distance as a psychometric construct, directly measuring perceived transactional distance through self-report (Chen, 2001;Zhang, 2003;Goel, Zhang, & Templeton, 2012;Paul, Swart, Zhang, & MacLeod, 2015;Ekwunife-Orakwue & Teng, 2014). Based on Moore's (1989) classic typology of interaction in distance education, some self-report scales now differentiate between transactional distance of student and teacher (TDST), student and student (TDSS), as well as student and content (TDSC).…”

mentioning

confidence: 99%

Technology Matters – The Impact of Transactional Distance on Satisfaction in Online Distance Learning

Weidlich¹,

Bastiaens²

2018

IRRODL

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Transactional distance (TD), the perception of psychological distance between the student and his peers, his instructor/teacher, and the learning content, has long been a prominent construct in research on distance education. Today, distance education primarily takes place over the internet, with technology mediating engagement and communication. Because transactional distance in online distance learning will always rely on technologically-mediated communication or interaction, we argue that in order to get the full picture, this aspect of technological mediation needs to be considered. For this purpose, we introduce a new scale for measuring transactional distance between students and the learning technology (TDSTECH), comprised of two interrelated dimensions. Reliability, convergent, and discriminant validity suggest a suitable scale. Preliminary inferential analyses are conducted with multiple linear regression and mediation analysis. Regression models show that TDSTECH is the single most important predictor of satisfaction in this population. This may have important implications for practitioners trying design and facilitate satisfying online distance learning experiences. Also, mediator analysis reveals that TDSTECH mediates the relationship between TD student-teacher and satisfaction, but not for TD student-content. Surprisingly, TD student-student shows no significant relationship with satisfaction. Implications for practice and further research are discussed.

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The impact of transactional distance dialogic interactions on student learning outcomes in online and blended environments

Cited by 122 publications

References 60 publications

Transactional Distance Dialogic Interactions and Student Satisfaction in a Multi-Institutional Blended Learning Environment

Transactional Distance Dialogic Interactions and Student Satisfaction in a Multi-Institutional Blended Learning Environment

Increasing Access to Higher Education Through Open and Distance Learning: Empirical Findings From Mzuzu University, Malawi

Technology Matters – The Impact of Transactional Distance on Satisfaction in Online Distance Learning

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