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

Best, Brett; Conceição, Simone C. O.

doi:10.1515/eurodl-2017-0009

Cited by 22 publications

(14 citation statements)

References 18 publications

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“…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.…”

Section: Distance Learningsupporting

confidence: 84%

“…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).…”

Section: Distance Learningmentioning

confidence: 99%

“…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.…”

Section: Introductionmentioning

confidence: 99%

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

Sbaffi

Bennett

2019

Journal of Higher Education Policy and Management

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This paper reports the results of a primary data collection exercise conducted with postgraduate students enrolled at a large Russell Group university in the UK. The aim of this study was to gain insights of students' experience of a jointly-taught, distance learning, parttime postgraduate programme. A mixed-methods approach involving an online survey and semi-structured interviews was adopted. The results show that students concentrated their perceptions on three main areas: the academic content of the programme, seen as current, interesting and relevant to the students' professional lives; delivery processes, including the advantages of the flexibility and tailored approach but also the disadvantages of being exposed to different teaching styles and lack of face to face interaction; finally, the administrative and practical aspects, accounting for the majority of complaints and worries due to the discrepancies across the two schools responsible for the delivery of the programme. Differences in experience also emerged depending on gender and year of enrolment within the programme.

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Section: Distance Learningsupporting

confidence: 84%

Section: Distance Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Sbaffi

Bennett

2019

Journal of Higher Education Policy and Management

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“…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.…”

Section: Literature Reviewmentioning

confidence: 99%

Transactional Distance and Student Satisfaction in a Postgraduate Distance Learning Program

Gavrilis¹,

Mavroidis²,

Giossos³

2020

Turkish Online Journal of Distance Education

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The present study examines the three dimensions of the transactional distance theory of Moore and their correlation with student satisfaction, through a quantitative survey with data collected from 115 postgraduate students of the Hellenic Open University (H.O.U). The results indicate that students perceived low levels of teacher-student transactional distance and slightly higher, but still low, levels of student-student and student-content transactional distance. Moreover, they seem to be satisfied by their distant learning studies. Male students perceived lower levels of teacher-student and student-content transactional distance than female ones, while students with previous experience in distance learning perceived lower levels of student-student transactional distance than those without such experience. Statistically significant correlations exist between the three dimensions of transactional distance and satisfaction, with the strongest, negative correlation, observed between satisfaction and student-content transactional distance. Finally, statistically significant and, moderate to low, positive correlations were observed between the three types of transactional distance, indicating their interlinkages.

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“…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.…”

Section: Suggested Correlation With Organizational Aspects Of Learningmentioning

confidence: 99%

How to create individual educational trajectories in the informational educational environment

2020

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The article considers the issues of designing individual educational trajectories for University students in the informational educational environment from the perspective of personal-oriented, environmental and professionally oriented approaches. The leading research methods are comparative statistical analysis and modeling, the first of which helps to analyze quantitative data that reflect parameters that are important for students’ academic performance and progress in the information educational environment, while the latter allows to model linguistic profiles designed for the individual educational trajectories. The informational educational environment as a unit of the educational space of the discipline “Foreign language” is a set of the following components: resource, informational components and socio-methodological, subject-operational and didactic-methodological sub-components, as well as subject-activity and procedural components.

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

Cited by 22 publications

References 18 publications

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

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

Transactional Distance and Student Satisfaction in a Postgraduate Distance Learning Program

How to create individual educational trajectories in the informational educational environment

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