Transactional Presence as a Critical Predictor of Success in Distance Learning

Author: Shin N.

Source: Distance Education, Volume 24, Number 1, May 2003 , pp. 69-86(18)

Publisher: Routledge, part of the Taylor & Francis Group

Buy & download fulltext article:

Price: $50.43 plus tax (Refund Policy)

Abstract:

This paper argues that, apart from interactive activities, the perceptions of psychological presence that distance education students hold of their teachers, peer students, and the institution can be significant predictors of their learning. The "perception of presence" in this paper is defined as the degree to which a distance education student senses the availability of, and connectedness with, each party. This form of presence is designated here as "Transactional Presence" (TP). In this study, distance education student learning was assessed in the light of students' perceived learning achievement, satisfaction, and intent-to-persist. An analysis of student survey data indicates that a distance student's sense of institutional TP predicts all the selected measures to do with success in distance learning. While a sense of peer student TP is significantly related to satisfaction and intent-to-persist, the effect of teacher TP is found to relate only to student-perceived learning achievement. Implications of the TP construct are discussed with respect to the theory, research, and practice of distance education, along with recommendations for future research.

Document Type: Research article

Affiliations: 1: Center for Research in Distant and Adult Learning, The Open University of Hong Kong

Publication date: 2003-05-01

More about this publication?