The Relationship of Student-Teacher Transactional Distance and Student Self-Regulation, Community Presence, and Satisfaction in Online Courses
The Relationship of Student-Teacher Transactional Distance and Student Self-Regulation, Community Presence, and Satisfaction in Online Courses
Date
2022
Authors
Rutter, Kurt
Contributor
Advisor
Leong, Peter
Department
Learning Design and Technology
Instructor
Depositor
Speaker
Researcher
Consultant
Interviewer
Annotator
Journal Title
Journal ISSN
Volume Title
Publisher
Volume
Number/Issue
Starting Page
Ending Page
Alternative Title
Abstract
This study explored the relationship between student perceptions of transactional distance between themselves and their teachers and their sense of community presence as
measured by the Community of Inquiry Questionnaire (Arbaugh et al., 2008), use of self-
regulated learning skills as measured by the Online Student Learning Questionnaire
(OSLQ) (Barnard-Brak et al., 2010), and satisfaction with online courses using one section of the TDSRECH questionnaire (Weidlich & Bastiaens, 2018). The study used a mixed methods
converging approach and consisted of a five-point Likert style survey and semi-structured
interviews. The population of interest was undergraduate college students in three community
colleges and one 4-year college in a university system in the pacific. A link to the survey was
sent to teachers with at least one online course requesting that they share the survey with their
students, resulting in a sample size of 203. Participants who provided emails for follow up
interviews were contacted, and 12 semi structured interviews followed. Exploratory factor analysis and thematic analysis of interview transcripts showed that Learner-Teacher Transactional Distance was part of a larger construct labeled Learner-Teacher Engagement, and that Satisfaction was related to both Learner Teacher Engagement and Cognitive Engagement. No significant correlation was found between Learner-Teacher Transactional Distance and student self-regulation of learning , however self-regulation skills and engagement with the community of learners is critical for cognitive engagement.
Description
Keywords
Educational technology,
Community of Inquiry,
Online Learning,
Self-Regulated Learning,
Student Satisfaction,
Transactional Distance
Citation
Extent
216 pages
Format
Geographic Location
Time Period
Related To
Table of Contents
Rights
All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
Rights Holder
Local Contexts
Collections
Email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.