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

Autor/inn/en	Best, Brett; Conceição, Simone C. O.
Titel	Transactional Distance Dialogic Interactions and Student Satisfaction in a Multi-Institutional Blended Learning Environment
Quelle	In: European Journal of Open, Distance and E-Learning, 20 (2017) 1, S.138-152 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1027-5207
Schlagwörter	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; Europe + Suchen Sie Ihr Suchwort? Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Distance study; Distance learning; Fernunterricht; Computerkonferenz; Internationale Erziehung; Internationale Kooperation; Internationale Zusammenarbeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Peer-Beziehungen; Institute; Co-operation; Cooperation; Institut; Kooperation; Ausland; Europa
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. (As Provided).
Anmerkungen	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/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01