ERIC Number: EJ1022181
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 31
Transactional Distance and Student Ratings in Online College Courses
Benton, Stephen L.; Li, Dan; Gross, Amy; Pallett, William H.; Webster, Russell J.
American Journal of Distance Education, v27 n4 p207-217 2013
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.
Descriptors: 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)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Reports - Research; Journal Articles
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A