Exploring Student Perspectives on Transactional Distance in a Blended Undergraduate Anatomy Course
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| Title: | Exploring Student Perspectives on Transactional Distance in a Blended Undergraduate Anatomy Course |
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| Language: | English |
| Authors: | Susmitha Sreekanth, Sean C. McWatt |
| Source: | HAPS Educator. 2026 30(1):95-105. |
| Availability: | Human Anatomy and Physiology Society. PO Box 2945, LeGrange, GA 30421. e-mail: editor@hapsconnect.org; Web site: https://www.hapsweb.org/page/hapsed_home |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Attitudes, Blended Learning, Undergraduate Students, Anatomy, In Person Learning, Electronic Learning, Synchronous Communication, Asynchronous Communication, Interpersonal Relationship, Interpersonal Communication, Allied Health Occupations Education, Program Effectiveness, Personal Autonomy, Foreign Countries |
| Geographic Terms: | Canada |
| ISSN: | 2473-3792 2473-3806 |
| Abstract: | The rise of online learning, amplified by COVID-19, offers flexibility in teaching approaches, but also challenges engagement. Transactional distance theory highlights one such challenge -- the perceived gap between the instructor and the students in online settings. This quality assurance study explored factors affecting transactional distance in a blended undergraduate anatomy course with asynchronous online lectures and synchronous in-person laboratories. Specifically, it investigated a convenience sample of student perspectives on the role of green screen technology in promoting teaching presence and its perceived impact on transactional distance. Anonymous written feedback from the evaluations in a large course (n = 803) was analyzed using deductive thematic analysis. The analysis centered upon the three pillars of transactional distance -- instructional dialogue, program structure, and learner autonomy -- and was organized into six related themes: improving dialogue, impeding dialogue, enhancing structure, undermining structure, increasing learner autonomy, and decreasing learner autonomy. Overall, green screen technology and instructor enthusiasm were perceived to enhance instructional dialogue and reduce transactional distance. Conversely, elements related to the volume of content and how it was organized were seen to increase transactional distance. Thus, a comprehensive approach that addresses each of the three pillars is essential for effectively managing transactional distance in blended learning. Strategies such as increasing instructor presence via green screen, conveying enthusiasm and relatability, providing structured resources, and carefully segmenting content may effectively lower perceived transactional distance and boost student engagement. The findings are integrated with multimedia learning principles and cognitive load theory. |
| Abstractor: | As Provided |
| Entry Date: | 20260101 |
| Accession Number: | EJ1515525 |
| Database: | ERIC |
| Abstract: | The rise of online learning, amplified by COVID-19, offers flexibility in teaching approaches, but also challenges engagement. Transactional distance theory highlights one such challenge -- the perceived gap between the instructor and the students in online settings. This quality assurance study explored factors affecting transactional distance in a blended undergraduate anatomy course with asynchronous online lectures and synchronous in-person laboratories. Specifically, it investigated a convenience sample of student perspectives on the role of green screen technology in promoting teaching presence and its perceived impact on transactional distance. Anonymous written feedback from the evaluations in a large course (n = 803) was analyzed using deductive thematic analysis. The analysis centered upon the three pillars of transactional distance -- instructional dialogue, program structure, and learner autonomy -- and was organized into six related themes: improving dialogue, impeding dialogue, enhancing structure, undermining structure, increasing learner autonomy, and decreasing learner autonomy. Overall, green screen technology and instructor enthusiasm were perceived to enhance instructional dialogue and reduce transactional distance. Conversely, elements related to the volume of content and how it was organized were seen to increase transactional distance. Thus, a comprehensive approach that addresses each of the three pillars is essential for effectively managing transactional distance in blended learning. Strategies such as increasing instructor presence via green screen, conveying enthusiasm and relatability, providing structured resources, and carefully segmenting content may effectively lower perceived transactional distance and boost student engagement. The findings are integrated with multimedia learning principles and cognitive load theory. |
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| ISSN: | 2473-3792 2473-3806 |
