A scale for measuring relative proximity of transactional distance

Paul, Ravi; Swart, William; MacLeod, Kenneth R.

doi:10.1080/01587919.2021.2020623

Cited by 2 publications

(2 citation statements)

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“…The relative proximities of the transactional distances can be interpreted as reflecting how far from ideal a student's engagement with the instructor is, and with the content of the course, with other students, and with the instructional technology that is being used in the course. Together, they have been shown to produce an overall outcome which is defined as student satisfaction with learning and which consists of six elements [14]. The elements are transformed to relative proximities in a similar fashion to how the transactional distances were transformed.…”

Section: Methodsmentioning

confidence: 99%

“…Being able to quantitatively "measure" how close a course delivery is to "ideal" has the major benefit of indicating not only what the level of satisfaction is, but also how much room there is for improvement. This scale was updated by Paul et al and labelled the "Scale of Relative Proximity of Transactional Distance" (SRPTD) [14].…”

Section: Measuring Student Engagement and Satisfactionmentioning

confidence: 99%

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The Impact of Compressing MBA Courses on Student Satisfaction: Empirical Results

Swart,

Kowalczyk

2024

Education Sciences

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A Master of Business Administration (MBA) degree is the most popular graduate degree available. It is valuable to those who work in a wide range of business management areas or to prospective entrepreneurs. Many universities have developed compressed 8-week semesters to better meet student needs. Critics question instructor course delivery and student learning. We examine the impact of compressed semesters on MBA student satisfaction and learning in both face-to-face and online courses. Five instructors were assigned courses to be taught in a 16-week semester, followed by the same courses in an 8-week semester. At least one section of the courses was taught in face-to-face and/or online formats. Student satisfaction was measured via transactional distances as well as by their willingness to recommend the course to a friend. A total of 602 responses were obtained, of which 402 were usable. Stepwise multiple regression was used to measure satisfaction. Logistic regression was used to determine which factors influenced students to recommend the course to a friend. The results indicated that there was no reason to believe that there was a significant difference in student satisfaction, nor in their willingness to recommend the course. We also did not find a difference in learning outcomes.

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Section: Methodsmentioning

confidence: 99%

Section: Measuring Student Engagement and Satisfactionmentioning

confidence: 99%