Bridging the Transactional Distance Gap in Online Learning Environments

The purpose of this study was to explore changes in satisfaction with perceived knowledge gained as a function of learner satisfaction with course structure, learner satisfaction with interaction, and technical expertise in a variety of distance learning environments. Using Moore's (1993) theor...

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Bibliographic Details
Published in:The American journal of distance education 2005-01, Vol.19 (2), p.105-118
Main Authors: Stein, David S., Wanstreet, Constance E., Calvin, Jennifer, Overtoom, Christine, Wheaton, Joe E.
Format: Article
Language:English
Subjects:
Achievement Gains
Attitude surveys
Distance Education
Distance learning
Educational Environment
Educational evaluation
Interaction
Knowledge
Knowledge Level
Online Courses
Student Attitudes
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Summary:The purpose of this study was to explore changes in satisfaction with perceived knowledge gained as a function of learner satisfaction with course structure, learner satisfaction with interaction, and technical expertise in a variety of distance learning environments. Using Moore's (1993) theory of transactional distance as a conceptual framework, the researchers obtained data from learners in six courses that varied by course format, structure, and opportunities for interaction. Results indicated that learner satisfaction with the course structure-activities, assignments, and instructor guidance and encouragement-led to greater satisfaction with perceived knowledge gained. Interaction was highly correlated with structure. Interactions initiated by the learners contributed to their satisfaction with perceived knowledge gained. Technical expertise had no effect on satisfaction with perceived knowledge gained.
ISSN:0892-3647
1538-9286
DOI:10.1207/s15389286ajde1902_4