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

Abstract

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.

Postgraduate students’ experience of a jointly-taught, distance learning degree: the example of a Russell Group university

“…On the other hand, Cao and Sakchutchawan (2011) reported how students enrolled in MBA online courses were dissatisfied with their online learning experience while still performing as well as their face-to-face peers. Similar findings were reported by Best and Conceição (2017) in their study on distance interaction in a multi-institutional environment, where the majority of students reported that their experience with distance learning components on the programme did not meet their learning needs as much as the face-to-face ones.…”

“…Students selecting part time programmes do so in an attempt to reconcile their academic career with working and family commitments (Taylor, Dunn & Winn, 2015) and increasing numbers of institutions around the would offer this typology of delivery, usually in addition to the standard full time option (Grabowski et al, 2016). Conversely, examples of dual or multiinstitutional collaborations are still scarce (Best & Conceição, 2017) and involving an additional set of aspects to consider, such as individual decision-making processes, different systems for assessing and grading the students, different financial conditions and different support to the use of technologies (Larsson et al, 2005).…”

“…However, the nature of jointly-taught programmes may change if the programme is also taught as a distance learning programme. Unfortunately, no existing literature on distance learning students living this reality has been identified, except for Best and Conceição (2017). Therefore, in light of this gap in the knowledge, this paper aims to gain insights on this unique typology of postgraduate learning and teaching at a large Russell Group university in the UK.…”

Transactional Distance and Student Satisfaction in a Postgraduate Distance Learning Program

“…the transactional distance between student and teacher, student and student, and student and content, were significant predictors of student satisfaction in an online environment, with the student-teacher transactional distance being the stronger predictor. Best and Conceicao (2017) explored the impact of transactional distance dialogic interactions on student satisfaction in an international blended learning master's degree program. The participants reported experiencing transactional distance for learner-learner 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 face-to-face (in-person) elements of the program.…”

How to create individual educational trajectories in the informational educational environment

“…Hoffman, etc. ), with which they can be presented [15]. This is the Moodle Internet platform, as it is specially designed for educational purposes and is officially accepted in these educational institutions.…”