Academia.eduAcademia.edu

Outline

Title
Abstract
Figures
Methodology and Data Collection
Results
Hypotheses for TDT Construct Autonomy Hø 8
Hypotheses for TDT Construct Dialogue Hø 1
Hypotheses for TDT Construct Structure
References
All Topics
Psychology

The Paradox Of Distance Education

Profile image of Joan ButlerJoan Butler

2016, European Scientific Journal, ESJ

Abstract

Over the last several years distance education (DE) class offerings at U.S. universities and colleges have been increasing at a rate of approximately 10% or more per year (Allen & Seaman, 2014). While the effectiveness of DE courses vis-à-vis face-to-face (F2F) courses has been sufficiently documented, there are few studies that compare student evaluations of the two class delivery systems. Therefore, we sought to answer the question, is there a significant difference between student evaluations of the teaching methods and styles (TM&S) of DE and F2F classes as measured on a student completed class and instructor survey, examined through the lens of Moore's Transactional Distance Theory's (TDT) constructs of student autonomy, dialogue and structure (1997, 2010, 2012)? Moore maintains that DE is not only a geographical separation of student and teacher; it is also a psychological and pedagogical separation. The twenty TM&S questions included in the survey data for 765 classes offered from September 6, 2011 to December 19, 2013 were collected and analyzed for classes identified as SOC 101 Introduction to Sociology through SOC 340 Applied Research in the Behavioral Sciences that are offered by the College of Social and Behavioral Sciences at a Mid-Atlantic Open University. A t-test analysis of variance was conducted and analyzed. The results of the study indicate that 16 of the 20 TM&S questions returned statistically significant results, 3 of 4 for student autonomy, 8 of 10 for dialogue and 5 of 6 for structure. Three of the TDT construct dialogue/interaction questions and 2 of the TDT construct structure questions returned medium effect size magnitudes. Three of the TM&S questions associated with the TDT construct autonomy returned statistically significant results with low effect size magnitudes. Based on the results of the study, we have concluded that psychological and pedagogical separation, or TD between student and teacher is reduced when the DE course structure

Figures (10)
Table 1. Faculty Assessment of Legitimacy of Online Education: (Allen & Seaman, 2013, p. ANY Student dissatisfaction with DE classes, as evidenced by the widening attrition gap between DE classes and traditional F2F classes is becoming an even bigger problem as DE class offerings increase (Patrick, 2009). Moreover, in the most recent Babson Survey Research Study (Allen & Seaman, 2014), over 40% of CAOs report that it is more difficult to retain DE students for 2013 and that percentage has increased significantly since 2004 (see Table 2).
Table 1. Faculty Assessment of Legitimacy of Online Education: (Allen & Seaman, 2013, p. ANY Student dissatisfaction with DE classes, as evidenced by the widening attrition gap between DE classes and traditional F2F classes is becoming an even bigger problem as DE class offerings increase (Patrick, 2009). Moreover, in the most recent Babson Survey Research Study (Allen & Seaman, 2014), over 40% of CAOs report that it is more difficult to retain DE students for 2013 and that percentage has increased significantly since 2004 (see Table 2).
Table 1. Retaining Students is a Greater Problem for Online Courses than it is for Face-To- Face Courses (Allen & Seaman, 2014, p. 18). Given the incredible development of DE classes throughout the U.S. and the very weak retention numbers cited by Chief Academic Officers, 2 paradox exists. While there are a number of studies that compare DE classes to F2F classes with similar disappointing results (see Bernard et al., 2004). the current study examined the difference based on students’ survey ratings of the teaching methods and styles (TM&S) for both DE and F2F classes.
Table 1. Retaining Students is a Greater Problem for Online Courses than it is for Face-To- Face Courses (Allen & Seaman, 2014, p. 18). Given the incredible development of DE classes throughout the U.S. and the very weak retention numbers cited by Chief Academic Officers, 2 paradox exists. While there are a number of studies that compare DE classes to F2F classes with similar disappointing results (see Bernard et al., 2004). the current study examined the difference based on students’ survey ratings of the teaching methods and styles (TM&S) for both DE and F2F classes.
The analyses of the results for hypotheses categorized under the TDT construct dialogue (Table 8) indicate that eight of the ten (H@,, HO. HO, H@s, H@13, HOi7, HOig & HG2) yielded statistically significant results. Those eight hypotheses were rejected. Three of the eight statistically significant hypotheses retuned medium effect sizes (HO, / d = .55, H@2 /d = 52, & H@,/ d = .45) indicating a more substantive effect. The remaining five hypotheses returned small effect sizes. Table 7. Independent Samples t-Test Results for TDT Construct Autonomy
The analyses of the results for hypotheses categorized under the TDT construct dialogue (Table 8) indicate that eight of the ten (H@,, HO. HO, H@s, H@13, HOi7, HOig & HG2) yielded statistically significant results. Those eight hypotheses were rejected. Three of the eight statistically significant hypotheses retuned medium effect sizes (HO, / d = .55, H@2 /d = 52, & H@,/ d = .45) indicating a more substantive effect. The remaining five hypotheses returned small effect sizes. Table 7. Independent Samples t-Test Results for TDT Construct Autonomy
Table 8. Independent Samples t-test for the TDT Construct Dialogue
Table 8. Independent Samples t-test for the TDT Construct Dialogue
Table 9. Independent Samples t-Test for the Construct Structure
Table 9. Independent Samples t-Test for the Construct Structure

Related papers

Learner Autonomy in an Asynchronous Distance Education Environment Implemented through Frequent Instructor-Involvement
Sevim Güneş

The current study aims to clarify the autonomy levels of the students taught English Composition through asynchronous distance education which refers to the separation of learners and instructors both in terms of place and time. The data collection process was conducted at a public university in Georgia, USA. 40 students taking online English Composition Course as a core class were included in this study. In order to collect data, two different online surveys were used; one of them was implemented to the instructors and the other one to the students. The aim of the survey implemented to the instructors was to clarify their profile and the details of their teaching through asynchronous distance education. On the other hand, the student survey was to reveal students' autonomy levels in an asynchronous distance education process provided through frequent instructor and student involvement. The results obtained from the student surveys revealed that most of the students were able to run their learning process in an effective way in an asynchronous distance education process.

View PDFchevron_right
Encouraging Learner Autonomy Development in Distance Teaching in Primary School
Katja Komljanec

2020

The central topic of the article is the development of learner autonomy and how teachers in Slovenian primary schools encourage it. The first part of the article presents and explains what learner autonomy is, the factors important for its development, and other significant concepts connected to it. The key aspects of learner autonomy are intrinsic motivation, learning strategies, collaborative learning, and self­evaluation. The theory of learner autonomy is then related to the context of distance learning that we were able to observe this year, during the COVID­19 pandemic. The article also discusses the use of technology in teaching EFL/ESL and suggests it helps in the development of learner autonomy. The second part presents an analysis and discussion based on the results of interviews conducted with primary school English teachers and questionnaires that were given to primary school students. The purpose of the research was to explore how learner autonomy was manifested during t...

View PDFchevron_right
Comparison of student perceptions of classroom instruction: Traditional, hybrid, and distance education
Mary Jo Garcia Biggs

Turkish Online Journal of Distance Education, 2006

View PDFchevron_right
Transactional distance theory in distance learning: Past, current, and future research trends
Prof. Raghu Raman

The accelerated adoption of distance learning in post-pandemic times has resulted in increasing research publications and review studies in a short time. This necessitates the exploration of a large corpus of academic publications for effective distance learning and learning strategies. As distance learning stakeholders have assimilated the transactional approach to understanding distance learning, transactional distance theory (TDT) is relevant to understand ways to reduce the distance between learners and educators for maximum effectiveness of distance learning. Our study applies TDT to review distance learning from a supply perspective and as a tool to ensure the improved quality of distance learning. This paper has two key contributions: we have presented evidence synthesis and conducted a foresight exercise. Following preferred reporting items for systematic reviews and meta-analyses guidelines, 275 documents published between 1994 and 2022 were identified for review. Our analysis revealed patterns, relationships, and trends in the application of TDT in various distance learning contexts. Most TDT research is conducted in social sciences (83.7%), with computer science accounting for 42.6% of the studies. The course materials' structure and design have also received considerable attention, with around 40.0% of the research focused on this area. For distance learning, studies revolve around factors such as student engagement, satisfaction, and TDT, which examine the distance between learners and instructors in various learning environments. Through systematic review and metaanalysis, we identify the three thematic areas in TDT research on distance learning. We have chartered themes on the effect of alternate design distance learning platforms on learner success, pushing the development boundaries in distance learning success through TDT, and the practical processes for designing successful distance learning courses via TDT-based pedagogical frameworks. In doing so, we streamline research in TDT and distance learning thematically and provide insight into further work. In addition, this study analyzed the relationships between sustainable development goal (SDG) and TDT literature. The co-citation analysis suggested that the strongest links were observed between education and innovation (SDG 4 and SDG 9), followed by education and gender equality (SDG 4 and SDG 5).

View PDFchevron_right
LEARNER AUTONOMY AND SOME SELECTED CORRELATES AMONG ADULT DISTANCE LEARNERS IN MALAYSIA
Ng Siew Foen (Phd)

Studies have indicated that the lack of self-regulated learning skills, or the inability to function autonomously may lead to adults dropping out of courses, failing to enroll in subsequent courses, and overall dissatisfaction with learning in distance courses (Calvin, 2005; Hisham, 2004; Zimmerman, 2001). Confessore, (1992) asserts that success is ultimately dependent upon the individual’s personal characteristics that define learner autonomy which lie in the psychological paradigm of individuals. This study examined to what extent distance learners in Malaysia are autonomous by investigating learner autonomy level among distance learners undertaking learning in the distance learning environments. Adult learners come from different background, skills and experiences and thus, may contribute to the different approaches and attitude towards learning. The adult learners’ diversified background in terms of their learning styles, perception towards learning environment, computer technology experiences and English language proficiency may influence their learner autonomy or intentions to participate actively and productively in a learning process. Thus, this study also examined whether these variables predicted the adult learners’ learner autonomy. A stratified structured sampling was used to select 370 adult distance learners of three universities in Malaysia which offered distance learning program. Data was gathered using self-administered questionnaires. Two hundred and forty nine distance learners or 69% of them completed and returned the survey questionnaires in this study. The results of the descriptive analyses revealed that distance learners in Malaysia showed a relatively low level of learner autonomy in their intention to participate in learning. Using Pearson’s correlation analysis, the study found significant correlations of learning styles, perceived learning environment, computer technology experience and English language proficiency to the learner autonomy profile (LAP) scores. Chi-square test of independence revealed that the higher the learner autonomy scores, the more learning styles were being utilized in learning. The distance learners perceived that environmental supports such as personal relevance in the course structure, instructor support and satisfaction enhanced learner autonomy. In similar vein, distance learners also indicated the importance of computer technology experiences and English language proficiency. Both variables showed moderate correlation with distance learners' intentions to participate actively in their learning. The Multiple Regression analysis revealed that the number of learning styles, perceived learning environment and computer technology experience showed statistically predictive of learner autonomy or distance learners’ intention to participate. However, English language proficiency was not included as a significant predictor of learner autonomy. The overall regression model was successful in explaining approximately 39.7% of the adjusted variance in learner autonomy. The model proposed is considered a good model as the results demonstrated that the overall scores of the three predictors show statistically significant in contributing to the variance of the criterion variable. All the hypotheses in the study were supported. The results of this study provided a number of theoretical and practical implications on the learner autonomy among distance learners in Malaysia. Recommendations were suggested to facilitate higher learner autonomy among distance learners. The need for further research on the learner autonomy was also highlighted.

View PDFchevron_right
Changes in Student Autonomy via E-Learning Courses
Elena Yaroslavova

International Journal of Emerging Technologies in Learning (iJET)

Nowadays, the concept of autonomy is becoming increasingly crucial in the area of instruction, especially when new challenges call into question the efficiency and sustainability of the higher education system. The aim of the research is to identify emerging attributes and dimensions of student autonomy via e-learning courses, which facilitate the quality improvement of modern higher education, meet the requirements of digitally based learning content, contribute to increasing learners’ self-motivation, encourage their further individual and professional development and ultimately, promote long-life learning. The study was conducted among 75 master students enrolled in academically oriented and vocationally focused course “Foreign Language for Professional Activities” in 2020. Research has revealed changes in student’s perception of autonomy; examined extent of their willingness to carry out complicated tasks with the limited instructor’s guidance; determined the scope of responsibi...

View PDFchevron_right
Designing and validating the learner autonomy perception questionnaire
Nguyen phan van

Heliyon, 2021

The present study aimed to design and validate a questionnaire to investigate students' perceptions of learner autonomy in the context of Vietnamese tertiary education. The questionnaire was adapted from various wellestablished scales in the literature, and then the back-translation method was used to produce a version in Vietnamese. After the questionnaire development process, 1,565 non-English majors at seven different tertiary institutions in Vietnam voluntarily participated in the study and completed the questionnaire. Evidence of reliability and validity was provided for the instrument using SPSS Version 24, SmartPLS 3, and SPSS AMOS. Reliability was evaluated using Cronbach's alpha, composite reliability (CR), rho_A value, and average inter-item correlations. Validity was substantiated using Messick's framework of validity (1995). This entailed five different aspects: content, substantive, structural, external, and consequential. The results indicated that reliability reached adequate values and the aspects of validity were mostly confirmed. The questionnaire, therefore, was suited to exploring how students perceive learner autonomy, but it requires more validation for future use in the other contexts.

View PDFchevron_right
Language Learner Autonomy in a Distance Education Program: Perceptions of Students and Tutors regarding the Four Skills Development
Nayara Salbego, Celso H S Tumolo

This study aimed to analyze students’ and tutors’ perceptions on how autonomy initiatives fostered the development of the four skills in English (reading, writing, listening, speaking) throughout the Distance Education (DE) English teacher education program offered by Universidade Federal de Santa Catarina (2009-2013). It investigated (a) what autonomy initiatives helped students develop their language skills in the program; (b) how students perceived their own autonomous initiatives for the development of language skills in English; and (c) how the tutors perceived autonomy assisting students’ language skills development. For the data collection, 21 students from the Distance Education (DE) program answered an online questionnaire regarding the concept of autonomy and their language skills development in the program; 20 wrote a reflective report on the same topic; and 4 were interviewed regarding their answers in both the questionnaire and reflective report. In addition, 2 on-site tutors were interviewed concerning their view on autonomy initiatives students presented. Researchers such as Holec (1981); Dickinson (1992, 1994); Cotterall (1995); Dias (1994); Finch (2002); White (1999, 2003, 2004, 2006); Moreira (1994); and Paiva (2005, 2006, 2011), who theorized about language learner autonomy, enlightened the discussions and data analysis. A qualitative analysis of the results showed that students perceived autonomous initiatives as necessary and positive concerning the development of the four skills in the program. Students presented different characteristics and actions of autonomous learners. In their perceptions, such characteristics and actions fostered their language development. Tutors also saw students benefiting from their attitude in taking responsibility for their own learning processes. Keywords: Autonomy, Language Learning, Distance Education.

View PDFchevron_right
Learner Autonomy between Students and Teachers at a Defence University: Perception vs. Expectation
emily abd rahman

Sustainability

The success of nurturing learner autonomy lies in the collaboration between two parties—teachers and students. A mismatch of perception and expectation of the desirable level of learner autonomy that should be given in class may lead to failure in developing learner autonomy. Hence, this paper aims to investigate if there are differences between the teachers’ and students’ perceptions of learner autonomy that is currently being practiced in ESL classrooms at a defence university in Malaysia to understand the existing level of learner autonomy in this context, as well as investigate the level of learner autonomy they expect to have in the future. A quantitative research design with descriptive approach was employed using a questionnaire to collect data from 132 students and 10 English teachers. The instrument was based on the twelve categories about learner autonomy through classroom experience and data collected were analysed using SPSS. Results show that the teachers and students a...

View PDFchevron_right
Teachers' pedagogical change mechanism – Pattern of structural relations between teachers' pedagogical characteristics and teachers' perceptions of transactional distance (TTD) in different teaching environments
Niva Wengrowicz

Computers & Education, 2014

In this study we examined how the variables: teaching autonomy, teaching goals teaching style and teachers' perceptions of transactional distance (TTD) work together within the pedagogical decisionmaking process in different teaching environments. The independent variable was the teaching environment, which was divided into three: entirely distance environment (Distance-E); blended distance environment (Distance-B); and the traditional environment (Traditional). The dependent variables were teaching autonomy, teaching goals, teaching style and TTD, i.e. teachers' evaluation of their ability to communicate with the students, explain the content and their satisfaction from the teaching environment. One hundred and sixty faculty members who teach in distance environments and one hundred and sixty faculty members who teach in a traditional environment answered a five-part study questionnaire. The finding indicated that teaching autonomy, teaching goal and teaching style are significant predictors of TTD. Furthermore, teaching style serves as a mediator variable connecting teaching autonomy and the teaching goal to the TTD. This pattern was repeated in both structural and measurement models in all three teaching environments, indicating the centrality of the teaching style as well as teaching goal and teaching autonomy in the teachers' pedagogical decision-making process and teaching outputs. We concluded that affecting the teachers' pedagogical characteristics, which serve as mechanisms that influence the results of teaching, is an important component in the process of the technological change in 21st century education.

View PDFchevron_right

References (24)

  1. References: Allen, I. E. & Seaman, J. (2014). Grade change: Tracking online education in the United States. Babson Park, MA: Babson Survey Research Group. Benton, S. L., & Cashin, W. E. (2012). Student ratings of teaching: A summary review and literature [Electronic Version], #50. Retrieved from www.theideacenter.org.
  2. Bernard, R. M., Abrami; P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., Wallet, P. A., Fiset, M. & Huang, B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379-439.
  3. Benson, R., & Samarawickrema, G. (2009). Addressing the context of learning: Using transactional distance theory to inform design. Distance Education, 30(1), 5-21.
  4. Campbell. D. T., & Stanley, J. C. (1963). Experimental and quasi- experimental designs for research. Boston, MA: Houghton Mifflin Company.
  5. Connolly, M., Jones, C., & Jones, N. (2007). New approaches, new visions: Capturing teacher experiences in a brave new online world. Open Learning, 22(1), 43-56.
  6. Dewey, J. & Bentley, A. F. (1949). Knowing and the known. Boston: Beacon Press.
  7. Dron, J., Seidel, C., & Litten, G. (2004). Transactional distance in a blended learning environment. ALT-J, Research in Learning Technology, 12(2), 163- 174.
  8. Field, A. (2013). Discovering statistics using IBM SPSS statistics: And sex drugs and rock 'n' roll (4 th ed.). Los Angeles, CA: Sage.
  9. Fulford, C. P., & Zhang, S. (1993). Perceptions of interaction: The critical predictor in Distance Education. The American Journal of Distance Education, 7(3), 8-21.
  10. Gorsky, P., & Caspi, A. (2005a). A critical analysis of transactional Distance theory. The Quarterly Review of Distance Education, 6(1), 1-11.
  11. Gorsky, P., & Caspi, A. (2005b). Dialogue: A theoretical framework for distance education instructional systems. British Journal of Educational Technology, 36(2), 137-144.
  12. Gorsky, P., Caspi, A., & Trumper, R. (2004). Dialogue in a distance education physics course. Open Learning, 19(3), 265-277.
  13. Hinkle, D. E., Wiersma, W., & Jurs, S. G. (2003). Applied statistics for the behavioral sciences (5 th ed.). Boston, MA: Houghton Mifflin Company.
  14. Holmberg, B. (2003). A theory of distance education based on empathy. In M. G. Moore & W. G. Anderson (Eds.), Handbook of distance education (2nd. ed., pp. 79-86). Mahwah, NJ: Lawrence Erlbaum Associates, Publisher. IDEA. (2013). Feedback services for higher education since 1975. IDEA Center: Insight Improvement Impact. Retrieved from www.theideacenter.org/services
  15. Jacki. (2010). E-reflections: Salmon's five stage model. Retrieved from www.gillysalmon.com/five-stage-model.html.
  16. Kanuka, H., Collett, D., & Caswell, C. (2002). University instructor perceptions of the use of asynchronous text-based discussion in distance courses. The American Journal of Distance Education, 16(3), 151-167.
  17. Lear, J. L., Isernhagen, J. C., LaCost, B., & King, J. W. (2009). Instructor presence for Web-Based classes. Delta Pi Epsilon, LI(2), 86-99.
  18. Moore, M. G. (1997). Theory of transactional distance. In D. Keegan (Ed.), Theoretical Principles of Distance Education (pp. 22-38). London: Routledge.
  19. Moore, M. G. (2010). The theory of transactional distance. In The Handbook of Distance Education (pp. 1-21). University Park, PA: The Pennsylvania State University.
  20. Moore, M. G. (2012). The theory of transactional distance (pp. 1-25). University Park, PA.
  21. Murphy, K. L., & Cifuentes, L. (2001). Using Web tools, collaborating, and learning online. Distance Education, 22(2), 285-305.
  22. Renaud, R. D., & Murray, H. G. (2005). Factorial validity of student ratings of instruction. Research in Higher Education, 46(8), 929-953.
  23. Salmon, G., & Shephard, D. (2004). All things in moderation. Retrieved October 30, 2012, from http://www.atimod.com/profile/atimod.shtml Theall, M., & Franklin, J. (2001). Looking for bias in all the wrong places: A search for truth or a witch hunt in student ratings of instruction. New Directions for Institutional Research, 109(Spring), 45-56.
  24. Tsui, A. B. M., & Ki, W. W. (1996). An analysis of conference interactions on TeleNex: A computer network for ESL teachers. Educational Technology Research and Development, 44(4), 23-44.

Related papers

Distance Education in the U.S.: A Paradox
susan swayze

Turkish Online Journal of Distance Education, 2016

Over the last several years distance education (DE) class offerings at U.S. universities and colleges have been increasing at a rate of approximately 10% or more per year. While the effectiveness of DE classes vis-à-vis that of face-to-face (F2F) classes has been sufficiently documented, there are few studies that compare student evaluations of the two class delivery systems. Therefore, we sought to answer the question, is there a significant difference between student evaluations of the Teaching Methods and Styles (TM&S) of DE and F2F classes as measured on a student completed class and instructor survey, examined through the lens of Moore's Transactional Distance Theory (TDT) constructs of student autonomy, dialogue and structure. Moore maintains that Transactional Distance (TD) is a psychological and pedagogical separation of student and instructor, as well as a geographical one. The twenty TM&S questions included in the survey data for 765 classes offered from September 6, 2011 to December 19, 2013 were collected and analyzed for classes identified as SOC 101 Introduction to Sociology through SOC 340 Applied Research in the Behavioral Sciences that are offered by the College of Social and Behavioral Sciences at a Mid-Atlantic Open University. A t-test analysis of variance was conducted and analyzed. The results of the study indicate that 16 of the 20 TM&S questions returned statistically significant results, 3 of 4 for student autonomy, 8 of 10 for dialogue and 5 of 6 for structure. Three of the TDT construct dialogue/interaction questions and two of the TDT construct structure questions returned medium effect size magnitudes. Three of the TM&S questions associated with the TDT construct autonomy returned statistically significant results with low effect size magnitudes. Based on the results of the study, we have concluded that psychological and pedagogical separation, or TD between student and instructor is reduced when the DE course structure encourages and requires increased dialogue and interaction.

View PDFchevron_right
Transactional Distance And Autonomy In A Distance Learning Environment
Maria Koutsouba

European Journal of Open, Distance and E-Learning, 2015

This paper studies the transactional distance between the students and the tutor as well as the autonomy of students in a postgraduate course of the Hellenic Open University (HOU). The aim of the paper is to examine how the relation between autonomy and transactional distance evolves during an academic year and how this relation is affected by demographic parameters, such as gender, age group and student experience (year of studies). For this purpose an empirical research was conducted and a sample of postgraduate students responded to a questionnaire (which included a scale for transactional distance, a scale for autonomy and demographic questions) during two different time periods within an academic (2012-2013). The results of the statistical analysis showed that during the evolution of the learning process there was a small change in transactional distance, especially for the dimension of co-understanding, while there was also a change in one of the dimensions of autonomy, namely...

View PDFchevron_right
THE EFFECT OF TRANSACTIONAL DISTANCE ON STUDENTS' PERCEPTIONS
Andrew G Mungai

Andrew Mungai, 2021

This study explored students’ perceived course quality and instructor effectiveness as a function of course structure, dialogue/interaction, and learner autonomy in an online learning environment. Using Moore's (1993) theory of Transactional Distance (TD) as a conceptual framework, the researcher collected data from postsecondary learners (N = 1049) across the USA who took online courses between Fall 2014 and Fall 2018. The highest percentage of participants, 48.2%, were aged between 25 to 34; 26.0% were 35 to 44; 11.4% were 18 to 24, while the rest were 45 and above. Of the total respondents, 54.5% were male, 45% were female, and .5% were of other gender. The sample by race consisted of 62.2% White; 22.8% Black or African American; 7.3% Asian or Pacific Islander; while the rest broke into Hispanic or Latino 5.5%; American Indian or Alaskan Native .9%; Other Race .9%; while .4% preferred not to answer. The study adopted a quantitative, non-experimental, survey approach in the identification of TD factors that influenced or best predicted course quality and instructor effectiveness from the students’ view. All participants completed a Course Quality and Instructor Effectiveness (CQIE) survey as a measure of transactional distance (18 items), course quality (2 items), and instructor effectiveness (2 items). Path analysis was employed to assess the conceptual model, while Pearson’s correlation and multiple linear regression were applied as key data analysis techniques. The momentous study categorically established that TD exhibited significant, positive, and strong correlation with course quality (r = .610, N = 1038, p < .001) and instructor effectiveness (r = .656, N = 1019, p < .001 with 99% confidence. Most importantly, the study demonstrated that TD dimensions (course structure, dialogue/interaction, and learner autonomy) were predictive of course quality (F (3, 1036) = 205.95, p < .001, R2 of .374) and instructor effectiveness (F (3,1024) = 276.21, p < .001, R2 of .448). Transactional distance explained 37% of course quality variance and 45% of instructor effectiveness variance. Based on the findings, educationists should always consider the role of transactional distance in online programs development and delivery. “Only in God may we trust; all others must have data” (Reynolds, 1983, p. 257).

View PDFchevron_right
Examining Students' Satisfaction and Learning Autonomy through Web-Based Courses
WARSE The World Academy of Research in Science and Engineering

Web-based learning settings are more convenient than face-to-face learning settings, whereas they present additional opportunities for education that occurs in various environments. However, many educational institutions specially in the third world countries are not prepared for the challenges involved in offering quality Web-based courses. This research aimed to identify Web based courses effects on students' satisfaction and learning autonomy based on Moore's transactional distance theory (TDT) through web-based courses. Therefore, this study seeks to develop a model to measure students' background, students' experience, students' learning autonomy, students' dialogue with their instructor, and students' satisfaction. A quantitative approach was implemented in this study. Whereas a questionnaire was the major data collection tool, thus it was distributed amongst 377 learners. Furthermore, the obtained data was examined using AMOS-SEM. More specifically, SEM was applied for the independent variables which were dependent in a subsequent dependent correlation. The results showed that students' background, students' experience, students' learning autonomy, and students' dialogue there were positive and significant relationship with students' satisfaction. Additionally, the students had a feeling of satisfaction. Therefore, the results proposed a guideline for instructors of institutions of higher learning in Palestine to design and create web-based courses that would increase students' autonomy and satisfaction in the Web-based learning settings.

View PDFchevron_right
The Development of Adult Learner Autonomy and Self-Directedness in Distance Education
Carol E Kasworm

1992

Distance education's use of the instructional systems design model has been challenged by critics who suggest that the learner is passive and learning is superficial. A suggestion is that distance education should be structured so that learners assume a more active role in the development and use ct autonomous and self-directed learning strategies. The learr.er would be active making decisions about the learning process. This interactive learning process reflects a unique developmental journey; adult learners develop skills, knowledge, and attitudes as they engage in increasingly advanced forms of self-direction. To create learner autonomy and self-direction, a design model of teaching/learning in distance education is proposed that suggests a continuum of three stages, moving from low autonomy and self-directedness in learners in Stage 1 to stimulating varied design models of actions and thinking through moderate instructor dominance and selected student autonomy and self-directed actions in stage 2. This stage would provide moderated group discussions and projects through the tutelage of the instructor. In Stage 3 of high student autonomy and low instructor dominance, the learner would actively design the learning experience. Courses and learning experiences that maximize learner dominance would be offered. (LLB)

View PDFchevron_right

Related topics

  • Psychology
    • 580 California St., Suite 400
    San Francisco, CA, 94104
    © 2025 Academia. All rights reserved