Contextualizing Social Presence and Learner Identity Through the Lens of Moore's Theory of Transactional Distance

2021 ◽  
pp. 1-15
Author(s):  
Michael Marmon
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Social Presence ◽  
Online Courses ◽  
Course Delivery ◽  
Transactional Distance ◽  
Delivery Methods ◽  
Learner Identity ◽  
Face To Face ◽  
Course Delivery Methods

Online education has become a ubiquitous and convenient method by which to complete courses at institutions of higher education across the globe. To achieve this level of parity between course delivery methods (online or face-to-face), the instructor or course designer must understand the complex relationship between the technology and instructional design theories being leveraged in these contexts. Within the context of this chapter, these barriers manifest themselves within Moore's Theory of Transactional Distance, a theory which states that the transactional distance between stakeholders (whether it is instructor-learner or learner-learner communication) has the potential to obstruct the path for comprehending the information being presented as well as influencing the level of rapport between students. This chapter examines the obstacles that are present because of Moore's Theory of Transactional Distance and the influence that social presence has on learners in online courses from the perspective of student satisfaction and positive learning outcomes.

Contextualizing Social Presence and Learner Identity Through the Lens of Moore's Theory of Transactional Distance

2018 ◽  
pp. 1-19
Author(s):  
Michael Marmon
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Social Presence ◽  
Online Courses ◽  
Course Delivery ◽  
Transactional Distance ◽  
Delivery Methods ◽  
Learner Identity ◽  
Face To Face ◽  
Course Delivery Methods

Online education has become a ubiquitous and convenient method by which to complete courses at institutions of higher education across the globe. To achieve this level of parity between course delivery methods (online or face-to-face), the instructor or course designer must understand the complex relationship between the technology and instructional design theories being leveraged in these contexts. Within the context of this chapter, these barriers manifest themselves within Moore's Theory of Transactional Distance, a theory which states that the transactional distance between stakeholders (whether it is instructor-learner or learner-learner communication) has the potential to obstruct the path for comprehending the information being presented as well as influencing the level of rapport between students. This chapter examines the obstacles that are present because of Moore's Theory of Transactional Distance and the influence that social presence has on learners in online courses from the perspective of student satisfaction and positive learning outcomes.

scholarly journals Impact of the Stringency of Attendance Policies on Class Attendance/Participation and Course Grades

2019 ◽  
Vol 19 (2) ◽  
Author(s):  
Liugen Zhu ◽  
Edgar Huang ◽  
Joseph Defazio ◽  
Sara Anne Hook
Keyword(s):  
Online Courses ◽  
Course Delivery ◽  
Student Attendance ◽  
Delivery Methods ◽  
Face To Face ◽  
Course Grades ◽  
Attendance Policy ◽  
Course Delivery Methods ◽  
The Impact ◽  
Attendance Policies

The purpose of this preliminary study was to investigate the impact of three diverse attendance and participation policies in face-to-face and online courses and the effect on students’ final grades in each course. We examined nine different undergraduate courses taught between Fall 2010 and Spring 2015. The results suggest that a more stringent attendance policy significantly impacts student attendance, absences were negatively correlated with course grades, and that course delivery methods were not predictive of either attendance/participation or course grades.  Additional research is needed to determine what other factors might influence attendance and participation and correlation to course grades.

scholarly journals Proposing an Expanded Measure for Comparing Online/Hybrid to Face-to-face Courses

2018 ◽  
Vol 2 (2) ◽  
pp. 1 ◽  
Author(s):  
Gary Blau ◽  
Sherry Jarrell ◽  
Anthony Seeton ◽  
Tim Young ◽  
Kelly Grace ◽  
...  
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Course Delivery ◽  
Hybrid Courses ◽  
Relevant Item ◽  
Face To Face ◽  
Three Samples ◽  
Delivery Format ◽  
Business Undergraduates ◽  
Course Delivery Format

Online education continues to increase. With increased online offerings, it is important to evaluate the integrity or equivalence of online/hybrid courses relative to face-to-face (F2F) courses. This study used three separate samples of business undergraduates taking both online/hybrid and F2F courses in the same semester (i.e., mixed course delivery format), across summer, fall and spring semesters. Eight items were used to assess students’ perceived favorability of online courses (PFoOC) compared to F2F courses. Across all three samples, two related but distinct sources for course comparison consistently emerged, instructor-related and peer related. An eight-item measure represents a necessary improvement over a previously developed four-item PFoOC measure, because it allows for additional relevant item comparisons between online/hybrid versus F2F courses. It is hoped that this measure can be used to further research evaluating online education. 

scholarly journals Teaching In Cyberspace: The Faculty Perspective

2011 ◽  
Vol 1 (12) ◽  
Author(s):  
Dana V. Tesone
Keyword(s):  
Course Design ◽  
Online Courses ◽  
Course Delivery ◽  
Thought Processes ◽  
Delivery Methods ◽  
Web Based ◽  
Preparation Phase ◽  
Potential Improvement ◽  
Course Delivery Methods ◽  
Online Instructor

Broader audiences of students are seeking alternative course delivery methods using electronic formats.  For this reason, business instructors are embracing web-based delivery modalities to accommodate the needs of such audiences.  This presentation is intended for instructors choosing to enter online learning environments.  It provides suggestions for student-friendly online course design, delivery and closure.  Student friendly online courses begin with mental thought processes that drive course objectives and learning outcomes in the preparation phase of course development.  The student friendly environment then transpires as a result of the instructor’s style during course delivery.  The online instructor then leaves the audience with a final impression through course closure activities.  With the final course details completed, the instructor reflects on areas of success and potential improvement to be applied to future courses.

scholarly journals Beyond Social Presence: Facelessness and the Ethics of Asynchronous Online Education

2017 ◽  
Vol 52 (1) ◽  
pp. 17-32 ◽  
Author(s):  
Ellen Rose
Keyword(s):  
Online Education ◽  
Social Presence ◽  
Online Courses ◽  
Nel Noddings ◽  
Face To Face ◽  
Ethical Implications ◽  
The Face ◽  
Education And Society ◽  
Ethical Relations ◽  
Asynchronous Online Education

In this position paper, I argue that a focus on achieving and increasing social presence in online courses tends to derail a consideration of the ethical implications and dimensions of the essential facelessness of asynchronous education. Drawing upon the work of Emmanuel Levinas and Nel Noddings, who contended that the face is the basis of caring, ethical relations, I explore what it means for human relations, education, and society in general that learners increasingly come face-to-face with screens rather than with embodied, different others.

scholarly journals Motivating factors that affect enrolment and student performance in an ODL engineering programme

2012 ◽  
Vol 13 (1) ◽  
pp. 238 ◽  
Author(s):  
Pushpa Ranjani Dadigamuwa ◽  
Nihal Saman Senanayake
Keyword(s):  
Distance Learning ◽  
Student Performance ◽  
Course Delivery ◽  
Motivating Factors ◽  
Delivery Methods ◽  
Engineering Technology ◽  
Face To Face ◽  
Study Programme ◽  
Course Delivery Methods ◽  
Successful Students

<p>The present study was carried out to determine the motivating factors for enrolling in an engineering study programme in open and distance learning (ODL) and the factors that affect the students’ performance. The study was conducted with two convenient samples of students following distance learning courses in engineering technology, conducted by the Open University of Sri Lanka and leading to the award of diploma or degree in Engineering Technology. One sample consisted of students who failed to qualify for sitting the year-end examination and the other consisted of successful students.</p><p>The study showed that many students opt to follow the programme without knowing the relevance of the study programme for them. Most of the students (53%) had taken the courses believing that they could obtain a recognized degree. The students with secondary education qualifications in the mathematics stream were found to be successful, provided that they had selected the ODL programmes with an understanding of the nature of the ODL system, the percentages being 61 with 4 passes, 75 with 3 passes, and 20 with 2 passes at the General Certificate in Education (Advanced Level) examination.</p><p>All successful students were of the opinion that the course delivery methods should be improved, especially face-to-face teaching, laboratory classes, and assignments.</p><p> </p><p> </p>

An Exploration of Differences Among Community of Inquiry Indicators in Low and High Disenrollment Online Courses

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Philip Ice ◽  
Angela M. Gibson ◽  
Wally Boston ◽  
Dave Becher
Keyword(s):  
Instructional Design ◽  
Student Retention ◽  
Student Satisfaction ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Public University ◽  
Cognitive Presence ◽  
Cognitive Integration ◽  
Face To Face ◽  
Rapid Pace

Though online enrollments continue to accelerate at a rapid pace, there is significant concern over student retention. With drop rates significantly higher than in face-to-face classes it is imperative that online providers develop an understanding of factors that lead students to disenroll. This study examines course-level disenrollment through the lens of student satisfaction with the projection of Teaching, Social and Cognitive Presence. In comparing the highest and lowest disenrollment quartiles of all courses at American Public University the value of effective Instructional Design and Organization, and initiation of the Triggering Event phase of Cognitive Presence were found to be significant predictors of student satisfaction in the lowest disenrollment quartile. For the highest disenrollment quartile, the lack of follow-through vis-à-vis Facilitation of Discourse and Cognitive Integration were found to be negative predictors of student satisfaction.

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