View in EDS

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

Saved in:
Bibliographic Details
Title: Transactional Distance Dialogic Interactions and Student Satisfaction in a Multi-Institutional Blended Learning Environment
Language: English
Authors: Best, Brett, Conceição, Simone C. O.
Source: European Journal of Open, Distance and E-Learning. 2017 20(1):138-152.
Availability: European Distance and E-Learning Network. Available from: EDEN Secretariat, c/o Budapest University of Technology and Economics, Egry Jozsef u 1, H-1111, Hungary. Tel: +36-1-463-1628; Fax: +36-1-463-1858; e-mail: secretariat@eurodl.org; Web site: http://www.eurodl.org/
Peer Reviewed: Y
Page Count: 15
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Masters Programs, Graduate Students, Blended Learning, Distance Education, Sense of Community, Computer Mediated Communication, International Education, International Cooperation, Teacher Student Relationship, College Faculty, Peer Relationship, Institutional Cooperation, Program Descriptions, Foreign Countries
Geographic Terms: Europe
ISSN: 1027-5207
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 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 in-person 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 multi-institutional 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.
Abstractor: As Provided
Number of References: 26
Entry Date: 2018
Accession Number: EJ1187874
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1187874
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1187874
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Transactional Distance Dialogic Interactions and Student Satisfaction in a Multi-Institutional Blended Learning Environment
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Best%2C+Brett%22">Best, Brett</searchLink><br /><searchLink fieldCode="AR" term="%22Conceição%2C+Simone+C%2E+O%2E%22">Conceição, Simone C. O.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Open%2C+Distance+and+E-Learning%22"><i>European Journal of Open, Distance and E-Learning</i></searchLink>. 2017 20(1):138-152.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: European Distance and E-Learning Network. Available from: EDEN Secretariat, c/o Budapest University of Technology and Economics, Egry Jozsef u 1, H-1111, Hungary. Tel: +36-1-463-1628; Fax: +36-1-463-1858; e-mail: secretariat@eurodl.org; Web site: http://www.eurodl.org/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2017
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Masters+Programs%22">Masters Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Sense+of+Community%22">Sense of Community</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22International+Education%22">International Education</searchLink><br /><searchLink fieldCode="DE" term="%22International+Cooperation%22">International Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Cooperation%22">Institutional Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Descriptions%22">Program Descriptions</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Europe%22">Europe</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1027-5207
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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 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 in-person 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 multi-institutional 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 26
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2018
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1187874
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1187874
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 138
    Subjects:
      – SubjectFull: Masters Programs
        Type: general
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Sense of Community
        Type: general
      – SubjectFull: Computer Mediated Communication
        Type: general
      – SubjectFull: International Education
        Type: general
      – SubjectFull: International Cooperation
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Peer Relationship
        Type: general
      – SubjectFull: Institutional Cooperation
        Type: general
      – SubjectFull: Program Descriptions
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Europe
        Type: general
    Titles:
      – TitleFull: Transactional Distance Dialogic Interactions and Student Satisfaction in a Multi-Institutional Blended Learning Environment
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Best, Brett
      – PersonEntity:
          Name:
            NameFull: Conceição, Simone C. O.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2017
          Identifiers:
            – Type: issn-electronic
              Value: 1027-5207
          Numbering:
            – Type: volume
              Value: 20
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: European Journal of Open, Distance and E-Learning
              Type: main
ResultId 1