Students’ Utilization of Distance Learning through an Interventional Online Module Based on Moore Transactional Distance Theory

Hassan Abuhassna · Noraffandy Yahaya

68 citations0/0 files storedEurasia Journal of Mathematics Science and Technology Education

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Online and Blended Learning Educational Technology and E-Learning Technology-Enhanced Education Studies

Abstract

Introduction:Online learning platforms potentially increase student engagement and interactivity, thus contributing toward enhancing students’ satisfaction with distance learning. The main aim of this research is to investigate the efficacy of an interventional online module based on Moore transactional distance theory on students’ learning autonomy and satisfaction regarding the utilization of distance learning.Materials and Methods:An experimental design was conducted with a stratified random sample of 100 students (50 control and 50 intervention) from the University College of Applied Sciences, Palestine. Three tools were applied in this study: the DELES instrument, which was given to the intervention group, another validated tool that was given to the control group and an achievement test that was introduced to both groups. The intervention included educational and training sessions that were given in the environment of online learning after the student’s baseline assessment.Results:It was noted that there was a significance difference in the domain of instructor support before and after the intervention within the intervention group. It was also observed that there was no significant difference (NSD) in the mean scores for students’ collaboration and interaction, satisfaction and learning autonomy within the intervention group before and after the intervention. Moreover, there was NSD in mean scores for remembering, understanding or application among two groups (control and intervention) before and after the intervention, whereas it was a significant difference in the mean analysis score among the intervention and the control group before and after the intervention.

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2009Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies 1996Distance education : a systems view 2003E-Learning in the 21st Century: A Framework for Research and Practice 2004Improving online learning: Student perceptions of useful and challenging characteristics 2015The Theory of Transactional Distance 1994Learner‐interface interaction in distance education: An extension of contemporary models and strategies for practitioners 2009Students’ expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction 2005What Makes the Difference? A Practical Analysis of Research on the Effectiveness of Distance Education

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