Reducing transactional distance in a hybrid-flexible learning environment in higher education. Interaction and engagement despite asynchronous communication

Abstract

This study explores the implementation of an asynchronous video-based guest lecture in an undergraduate teacher education program in Switzerland. It describes how the guest lecture was delivered to foster an interactive and engaging environment for learners and to mimic two-way communication. The study applies the tenets of the Theory of Transactional Distance in examining the student-teacher interaction in a hybrid-flexible learning environment to promote quality dialogue, participation, critical reflection, and to foster a caring relationship. It describes the instructional process and the use of video splicing to mimic interaction between the students, who were physically present on campus, and the guest lecturer ‘joining’ them asynchronously from a university overseas. A survey and a written reflection captured students’ perceptions of how close or distant they felt to the guest lecturer and how this sense of closeness or distance impacted their engagement and learning. A debriefing grounded in the pedagogy of care captured the guest lecturer’s experience. All students (n = 10) expressed appreciation for the opportunity to be part of a video-based interactive lecture. They were grateful that the guest lecturer had taken the time to interact with them, listen to their questions, and to respond to their specific questions. All respondents enjoyed the innovative approach approximating interaction in an asynchronous setting. Ways to minimize transactional distance between the geographically distant guest lecturer and the students are discussed along with strategies to increase responsiveness to students’ individual questions and to demonstrate care for their learning. This article may be of interest to educators who strive to increase engagement and interaction in online or hybrid learning environments and are looking for ways to decrease the distance between themselves and their students. The study contributes to a better understanding of the use of video-based teaching approaches in hybrid education.