Transactional Distance and Student Ratings in Online College Courses

Autor/inn/en	Benton, Stephen L.; Li, Dan; Gross, Amy; Pallett, William H.; Webster, Russell J.
Titel	Transactional Distance and Student Ratings in Online College Courses
Quelle	In: American Journal of Distance Education, 27 (2013) 4, S.207-217 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1080/08923647.2013.838458
Schlagwörter	Student Attitudes; Online Courses; College Students; College Faculty; Distance Education; Electronic Learning; Personal Autonomy; Conventional Instruction; Comparative Analysis; Teacher Student Relationship; Teaching Styles; Measures (Individuals); Statistical Analysis; Intellectual Disciplines; Lecture Method; Multimedia Instruction; Teacher Surveys; Regression (Statistics) + Suchen Sie Ihr Suchwort? Schülerverhalten; Online course; Online-Kurs; Collegestudent; Fakultät; Distance study; Distance learning; Fernunterricht; Individuelle Autonomie; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrstil; Unterrichtsstil; Messdaten; Statistische Analyse; Geisteswissenschaften; Multimediales Lernen; Regression; Regressionsanalyse
Abstract	Student ratings were compared in courses offered either exclusively online ("n"?=?13,416) or face-to-face ("n" = 5,272). Data from 105 institutions were accessed from archived files of the IDEA Student Ratings of Instruction system. If a course was taught online, the instructor was less likely to lecture and more likely to use discussion, especially in hard disciplines. A course was less likely to have been taught online if the instructor was rated high in establishing rapport and if the course was within hard and pure disciplines. A high rating on structuring classroom experiences and expecting students to share in responsibility for learning increased the odds the course was offered online. However, high ratings on stimulating student interest and student effort in the course made it less likely. Results are discussed with respect to transactional distance elements of dialogue, structure, and learner autonomy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10