http://orcid.org/0000-0001-8104-6243
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ABSTRACT
This study explores student perceptions of engagement, transactional distance, and outcomes in online courses. Researchers also investigated linkages between these elements. Data were collected from students enrolled in online courses at three private universities located at different geographical regions in the United States. Six hundred sixty-seven students completed the Revised Scale of Transactional Distance developed by Paul, Swart, Zhang, and MacLeod and a modified version of Dixson’s Online Student Engagement scale during spring 2016 semester. Results indicate students experienced a relatively high level of engagement and a moderate level of transactional distance. Respondents perceived outcomes such as satisfaction, progression, and learning very positively. There were significant differences in responses based on gender and college standing. Student engagement, transactional distance, and outcomes were moderately correlated, and researchers confirmed transactional distance is a valid predictor of student engagement.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Doris U. Bolliger
Doris U. Bolliger serves as an associate professor in the Learning, Design, and Technology program at the University of Wyoming. Her research interests include faculty and student satisfaction, communication, community, engagement, and interaction in the online environment. Secondary research interests include the utilization of mobile technologies in informal learning environments.
Colleen Halupa
Colleen Halupa is the Dean of Online Education at East Texas Baptist University in Marshall, Texas. Her research interests include various facets of online learning and academic honesty. She is the author of Transformative Curriculum for the Health Sciences by IGI Global.